Teacher's Resource File

Paula Simões Revisão Linguística
Carla Moura e Pedagógica

Margarida Pato Dave Tucker
www.stepup11.asa.pt
Contents
1. Introduction
I. Considerações prévias e fundamentação do projeto Step Up 11 .... 4
II. Apresentação dos componentes do projeto ................................... 5
III. Estrutura do manual ....................................................................... 6
IV. Estrutura das unidades ................................................................... 8
2. Planning
I. Annual planning (three terms) .............................. Available at
II. Annual planning (two semesters) ......................... Available at
III. Aprendizagens Essenciais – 11.o ano .................... Available at
IV. Lesson plans ............................................................ Available at
3. Digital learning
Roteiro ........................................................................... 17
Guião de recursos multimédia Step Up 11 ...................................... 32
4. Resources
Module 1 ............................................................................................ 51
Module 2 ............................................................................................ 68
Module 3 ............................................................................................ 77
Module 4 ............................................................................................ 86
Answer key ......................................................................................... 95
5. Inclusion (demo pages)
I. Worksheets ................................................................................... 102
II. Booklet Step by Step .................................................................... 108
6. Assessment
I. Testes ............................................................................................. 115
II. Guiões de interação e produção orais ........................................ 195
7. Rubrics
I. Introduction .................................................................................. 228
II. Teacher observation checklists for the classroom and
assessment rubrics ....................................................................... 229
8. MiniProjects
Module 1 ............................................................................................ 258
Module 2 ............................................................................................ 260
Module 3 ............................................................................................ 262
Module 4 ............................................................................................ 264
9. Audio scripts
Coursebook ........................................................................................ 268
Resources – Listening ........................................................................ 270
Assessment – Listening tests ............................................................ 271
Introduction
INGLÊS
Introduction
Contents
I. Considerações prévias e fundamentação
do projeto Step Up 11 ................................................................... 4
II. Apresentação dos componentes do projeto .............................. 5
III. Estrutura do manual ..................................................................... 6
IV. Estrutura das unidades ................................................................. 8

Introduction
I. Considerações prévias e fundamentação do projeto Step Up 11

Os documentos curriculares de referência orientadores da execução deste projeto são:
• Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO);
• Aprendizagens Essenciais de Inglês – Formação Geral – Continuação – 11.o ano (AE);
• Quadro Europeu Comum de Referência para as Línguas (QECR).
Indo ao encontro do preconizado pelas AE, as autoras nortearam o desenvolvimento do seu traba-
lho, no âmbito deste projeto, na conceção de que a aprendizagem de uma língua estrangeira envolve
os seguintes pressupostos:
“Nos domínios da linguagem, informação e comunicação, promove o conhecimento de uma

metalinguagem facilitadora da aquisição de outras línguas, desenvolve a capacidade de pesquisa
e validação de informação e alarga a competência de comunicação e interação com o outro,
mobilizando tipologias de atividades, projetos e recursos diversos. Potencia, ainda, situações
e experiências que estimulam competências cognitivas, tais como: o raciocínio lógico, o pen-
samento crítico e a criatividade na gestão de projetos e resolução de problemas. Traduz-se,
também, na construção de uma identidade própria de cidadão global na relação com os outros,
alicerçada em atitudes e valores, tais como o respeito pelo outro e, no âmbito específico da
língua inglesa, pela cultura anglo-saxónica, bem como pelas outras culturas no mundo, a respon-
sabilidade e a cooperação entre indivíduos e povos com repercussões individuais e coletivas.”
Aprendizagens Essenciais de Inglês
Formação Geral – Continuação – 11.o ano, pp. 1–2
Embora respeitando as áreas temáticas/situacionais que estão elencadas nas AE1, o manual
Step Up 11 aborda temáticas abrangentes, de uma forma que se pretende diferenciadora e distintiva,
sem desvirtuar os objetivos de aprendizagem, tendo em mente o que enquadra o documento:
“As AE são o denominador curricular comum para todos os alunos, mas não esgotam o que
um aluno deve fazer ao longo do ano letivo. Não são os mínimos a atingir para a aprovação de um
aluno, são a base comum de referência.
Permitem libertar espaço curricular para que, em cada escola, se possa promover trabalho
articulado entre as AE e as outras aprendizagens previstas nos demais documentos curriculares,
com aprofundamento de temas, explorações interdisciplinares diversificadas, mobilização de com-
ponentes locais do currículo, entre outras opções, no âmbito dos domínios de autonomia curricular.
A aprovação do aluno dependerá sempre das aprendizagens realizadas, decorrentes da arti-
culação entre a base comum de referência e o aprofundamento de outros conteúdos e temas,
articulação essa orientada pelas áreas das competências inscritas no PA.”
http://www.dge.mec.pt/aprendizagens-essenciais
(consultado a 10/01/2021)
A gestão do currículo subjacente a este projeto está alicerçada, de acordo com as AE, em três pilares:
1. Competência comunicativa (que engloba as componentes de compreensão do oral, compreensão
escrita [leitura], interação oral, interação escrita, produção oral e produção escrita), a que subja-
zem as áreas temáticas/situacionais previstas e outras que as autoras consideraram pertinentes;
1 As áreas temáticas/situacionais elencadas nas AE são:

1. O Mundo à Nossa Volta: ameaças ao ambiente; questões demográficas; questões de bioética; intervenção cívica e solidária;
2. O Jovem e o Consumo: hábitos de consumo; publicidade e marketing; defesa do consumidor; ética da produção
e comercialização de bens;
3. O Mundo do Trabalho: o mundo do trabalho em mudança; o jovem perante as mudanças;
4. Um Mundo de Muitas Culturas: a diversidade de culturas de expressão inglesa; a sociedade multicultural, movimentos e
organizações de ação social e voluntariado.
4 © ASA, STEP UP 11, Teacher’s Resource File

Introduction
2. Competência intercultural;
3. Competência estratégica.
Os aspetos formais do sistema linguístico são abordados em contexto, isto é, são proporcionadas
aos alunos oportunidades de exercitar estruturas gramaticais/lexicais o mais próximas possível de
situações de comunicação e da língua inglesa efetivamente em uso.
II. Apresentação dos componentes do projeto

Para o aluno
• Manual do aluno, que inclui:

– Extensive Reading;
– Language Bank (bloco informativo com trabalho orientado das diferentes skills);
• Workbook, que inclui:
– exercícios de consolidação;
– practice tests;
– transcrições áudio e soluções destacáveis no final;
• Apoio Internet: www.stepup11.asa.pt;
• ;
• ;
• Manual interativo.
Para o professor
• Manual do professor – igual ao do aluno, com sugestões de gestão curricular e soluções das ativi-
dades nas bandas laterais;
• Workbook do professor – igual ao do aluno, com soluções dos exercícios nas bandas laterais;
• Brochura Step by Step, com propostas de atividades de exploração diferenciada de conteúdos do
manual, para turmas mixed-ability;
• Dossier do professor, que contém:
– planificação (trimestral e semestral) e planos de aula, em formato digital e editável;
– apoio digital (com tutoriais de acesso à Aula Digital e apresentação dos recursos multimédia do
projeto;
– recursos extra e fichas de trabalho (below e above levels) sobre diferentes skills e sobre aspetos
da língua;
– 8 testes de avaliação, que correspondem aos conteúdos trabalhados em cada um dos quatro
módulos, com:
• matrizes;
• critérios de classificação e soluções;
• grelhas de classificação com versão digital em Aula Digital;
– 4 guiões para avaliação da componente oral, um por módulo, com os respetivos critérios de
classificação;
– Rubrics para a avaliação específica das quatro skills, alinhadas com as atividades propostas no
manual;
© ASA, STEP UP 11, Teacher’s Resource File 5

Introduction
– MiniProjects extra, que complementam as propostas do manual e que podem ser aplicados no
âmbito da flexibilidade curricular como atividades de DAC;
• ;
• Manual interativo (versão do professor).
III. Estrutura do manual

O manual (tanto o do professor como o do
aluno) é constituído por cinco módulos, corres-
pondendo os módulos 1 a 4 às áreas temáticas/
situacionais previstas nas AE.
O Módulo 0, o módulo inicial, tem como refe-

rência os documentos curriculares em vigor. En-
globa atividades de compreensão do oral, leitura,
interação oral, produção escrita e alguns conteú--
dos relativos a aspetos formais do sistema linguís--
tico, permitindo fazer um diagnóstico rápido dass
aprendizagens realizadas nos anos anteriores.
Cada um dos restantes quatro módulos é composto por três ou quatro unidades, apresentando,
cada uma delas, atividades que incidem sobre a competência comunicativa (que engloba a compreen-
são do oral, a compreensão escrita, a interação oral, a interação escrita, a produção oral e a produção
escrita), a que subjazem as áreas temáticas/situacionais previstas nas AE. A competência linguística
(os aspetos formais do sistema linguístico), a competência intercultural e a competência estratégica
são trabalhadas, de modo integrado, ao longo dos módulos.

Introduction
No final do manual, é apresentada uma proposta de Extensive Reading, a partir do poema de Amanda
Gorman The Hill We Climb, com atividades de compreensão escrita e de alargamento a outros supor-
tes, que ajudam a trabalhar e a desenvolver a temática do poema.
O manual apresenta ainda um Language Bank, organizado em quatro secções:
Lan
Language Functions Bank
com expressões úteis
contextualizadas e ilustradas
con
com Chunks in Action.
Wri
Writing Bank
com textos modelo e caixas
e destaques
de sobre
a estrutura.
es
Voc
Vocabulary Bank
com glossários em inglês e
português, acompanhados
de exercícios de consolidação.
Grammar Bank
com explicações gramaticais
em português, seguidas
de exercícios de consolidação.
Por último, surge uma lista de verbos irregulares, na última página do manual, para fácil consulta.

Introduction
IV. Estrutura das unidades

Cada unidade do manual apresenta uma estrutura diversificada e flexível, observando, no entanto,
o princípio da coerência na sua organização (tanto intraunidade como interunidades), que pretende
envolver todos os alunos e professores, evitando recorrer a uma sucessão de exercícios com tipologias
e formatos previsíveis e repetitivos.
Em cada uma das unidades, surgem as seguintes rubricas e atividades:
Let’s start!
Com atividades de
brainstorming, cujo
objetivo é ativar
Learning outcomes conhecimentos
pré-existentes
Para orientar
relativos à área
os alunos sobre
temática/situacional
as aprendizagens
e à linguagem
que irão realizar
necessária para
ao longo da unidade.
a abordar, no início
da unidade.
Vocabulary
Com atividades de alargamento
lexical sobre o vocabulário
específico de cada unidade.

Introduction
Reading
Textos de géneros diversos, locucionados por falantes nativos.
Podem ser escutados nas versões standard e slow.
O manual interativo permite acompanhar a leitura com destaques a par e passo com o áudio
que está a ser escutado.
Do you get it?

Atividades de leitura que
mobilizam diferentes
níveis de complexidade
cognitiva.
Exploração lúdica de
cartoons e memes,
apelando ao sentido
crítico dos alunos.
Questões que estimulam os alunos a partilharem opiniões

e a relacionarem os assuntos dos textos com a sua experiência
pessoal, desenvolvendo o pensamento crítico.
Grammar
As páginas de
gramática estão
divididas em:
RULE it!
(sistematizações
claras, com quadros
e destaques visuais)
e…
USE it!
(exercícios
diversificados, por
vezes seguidos
de canções
contextualizadas)

Introduction
Listening/Watching
Textos de diversos géneros da oralidade, com
enfoque em real English.
Atividades de compreensão do oral (e audiovisual)
que combinam estratégias bottom-up e top-down,
para facilitar a atribuição de sentido.
Os áudios são
disponibilizados
os
nas versões
standard e slow.
w.
No final, para
aprofundamento.nto.
Os vídeos podem
odem
ser visionados
os com
ou sem legendas.
ndas.
Writin
Writing/Speaking
Atividades de produção
Ativida
e inter
interação escritas e orais,
assentes em steps, com apoio
assent oio
de diagramas
dia nas fases de
brainstorming e de outlining
brains
e caixa Tick or Cross/Rate para
autoav
autoavaliação, no final. Do it right
Com dicas learning to learn, que
ajudam os alunos a refletir sobre a
melhor forma de aprender.
Banda do professor
Sugestões de resposta
para todas as atividades.
High-tech variation
Sugestões
Listening/Reading into Speaking complementares para
o desenvolvimento
Listening/Reading into Writing e apresentação dos
Algumas atividades de produção trabalhos dos alunos.
– writing e speaking – são
apresentados em articulação
com as competências recetivas,
para melhor apoio ao aluno.

Introduction
No final de cada módulo, surgem as secções: Review, Streaming e MiniProjects.
Review
Atividades
de consolidação
ação
das estruturas
ras
linguísticas
abordadas
no módulo, com
autoavaliação.
ão.
MiniProjects!
Streaming Atividades de projeto que podem ser desenvolvidas
Exploração simples de conteúdos em articulação com outras áreas disciplinares/do
audiovisuais, para trabalho de grupo, conhecimento, promovendo, assim, o desenvolvimento
replicando o modo de utilização de de competências transversais e fomentando a
conteúdos streaming. utilização de processos cognitivos mais complexos e
diversificados.
Podem materializar-se em projetos a desenvolver nos
Domínios de Autonomia Curricular.

Introduction
Referências
Conselho da Europa (2002). Quadro Europeu Comum de Referência para as Línguas: Aprendizagem,
Ensino, Avaliação. Porto: ASA.
Conselho da Europa (2020). Common European Framework of Reference for Languages: Learning,
teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. Disponível
em www.coe.int/lang-cefr.
Ministério da Educação (2017). Aprendizagens Essenciais de Inglês – Formação Geral – Continuação –
11.o Ano. Lisboa: ME.
Ministério da Educação. Direção-Geral de Educação (2018). Perfil dos Alunos à Saída da Escolaridade
Obrigatória. Lisboa: ME/DGE.
National Research Council (2012). Education for Life and Work: Developing Transferable Knowledge
and Skills in the 21st Century. Washington, DC: The National Academies Press.
Partnership For 21st Century Skills (2010). 21st Century Readiness for Every Student: A Policymaker’s
Guide. Tucson: Partnership For 21st Century Skills.

Planning
INGLÊS
Planning
Contents
I. Annual planning (three terms) ........................................... *
II. Annual planning (two semesters) ...................................... *
III. Aprendizagens Essenciais – 11.o ano .................................. *
IV. Lesson plans ........................................................................... *

Module 0 ................................................................................. *
Module 1 ................................................................................. *
Module 2 ................................................................................. *
Module 3 ................................................................................. *
Module 4 ................................................................................. *
* Nota:
As planificações, o documento das AE e os
planos de aula serão disponibilizados na
, em formato editável e na íntegra
aos professores adotantes do projeto.
Com esta medida, procuramos contribuir
para a sustentabilidade ambiental.
Contents
Roteiro .............................................................................. 17
Guião de recursos multimédia Step Up 11 .............................................. 32
INGLÊS
Digital tools
Digital tools
Guia do utilizador • Professor
Índice
I. Aula Digital – o que é e como aceder?
III. Explorar os manuais digitais e os manuais
interativos
a. Manuais Digitais
b Manuais Interativos EM DESTAQUE
b.
III. Exxplorar os recursos exclusivos do Prof
ofessor
a. D
Dossiê do Professor
b. Baanco de Recursos
IV Explorrar os recursos do Aluno
IV.
V. Criar e e
editar aulas e testes intera
rativos
VI. Comunica
ar e orientar o estudo d
dos alunos
a. Comunic car
b. Enviar e acompanhar
ac a real
alização
ç
de trabalhoos e testes interrativos
c. Partilhar recu
cursos
I. Aula Digital – o que é e como aceder?
A Aula Digital, disponível em auladigital.leya.com, é a plataforma de ensino e apren-
dizagem da LeYa Educação.
Aqui o Professor poderá aceder aos projetos escolares e a todos os recursos e
ferramentas digitais a eles associados.
Para explorar os recursos disponíveis na plataforma, basta: Tutorial: Registo e

acesso do Professor
1. Aceder a auladigital.leya.com;
2. Clicar em Entrar;
3. Preencher os campos de Utilizador e Palavra-Passe;
4. Clicar em Entrar.
1 2
3
4

A Aula Digital está organizada nas seguintes áreas:
As minhas salas
Área de comunicação
Biblioteca com os alunos através
Manuais e recursos digitais da criação de salas, que
a eles associados, permitem atribuição
incluindo materiais de trabalhos e testes
exclusivos do Professor. interativos (com relatório
detalhado de resultados).
Banco de Recursos Os meus testes

Pesquisa de recursos Ferramenta de construção
por tipologia, de testes interativos.
ano de escolaridade, Permite o acesso a
disciplina e/ou temas questões de testes já
curriculares. existentes e a criação de
questões personalizadas.
As questões podem incluir
imagens, áudios e fórmulas
matemáticas. Estes testes
Smart podem ser partilhados
Vídeos e sínteses, para rever o com os alunos através da
essencial da matéria, e quizzes área “As minhas salas” ou
com explicações imediatas, para exportados para Word®.
esclarecer dúvidas à medida
que elas surgem. O registo do
progresso apoia o aluno no seu As minhas aulas
estudo autónomo. Ferramenta de elaboração de sequências de
recursos disponíveis na área Biblioteca e/ou no
Banco de Recursos. Inclui ainda a possibilidade
de carregamento de recursos próprios. Estas
sequências podem ser projetadas na sala de aula
e/ou partilhadas com os alunos através da área
“As minhas salas”.
II. Explorar os manuais digitais e os manuais interativos
a. Manuais Digitais
Na Biblioteca, estão disponíveis todos os manuais em formato digital,

assim como os recursos digitais a eles associados.
Para explorar
uma publicação
em conjunto com
os seus recursos
digitais, basta
clicar sobre a
capa.

A projeção do manual digital facilita a exploração dos conteúdos em sala de aula.
Várias ferramentas apoiam o Professor nesta tarefa:
O zoom, o ajuste Desenho livre

à largura/altura, Nota de texto
Índice do manual a vista em página Marcador de página
Índice de recursos única/dupla e o full
Todos os desenhos,
digitais screen permitem
notas e marcações
Índice de notas e ajustar a visualização
ficam automaticamente
páginas marcadas e explorar texto,
guardados e acessíveis
imagens ou esquemas
a partir de qualquer
com todo o detalhe.
dispositivo. Pesquisa
A barra e as setas É possível destacar com diferentes

de navegação cores um excerto de texto selecionado.
permitem encontrar
rapidamente uma
página específica.
Na banda lateral surge a indicação dos recursos

digitais disponíveis. Animações, vídeos,
atividades interativas ou fichas do Caderno
de Atividades, por exemplo, são algumas das
tipologias de recursos a que o Professor pode
recorrer, sem sair da página que está a projetar.

b. Manuais Interativos EM DESTAQUE
Na Biblioteca, está também disponível o Manual interativo. Esta nova versão

do manual permite uma exploração mais integrada, dinâmica e motivadora dos
conteúdos e respetivos recursos digitais.
Com o Manual interativo, poderá:
1. acompanhar a leitura dos textos com locução e destaques em simultâneo;
1
2. realizar as atividades propostas e aceder à sua correção de forma imediata;
3. apresentar, alínea a alínea, as soluções de uma atividade ou de todas as atividades

propostas numa página;
4. explorar os recursos digitais, em contexto, a partir das páginas do manual;
5. aceder a fichas do Caderno de Atividades ou a outros recursos

complementares exclusivos do Professor sem sair da página do manual.

III. Explorar os recursos exclusivos do Professor
a. Dossiê do Professor
Na área Dossiê/Editáveis de cada projeto, é possível descarregar materiais

exclusivos do Professor, totalmente editáveis, tais como planificações, grelhas
de avaliação, fichas, testes ou materiais para alunos com dificuldades ou áudios.
Na pasta
Novidades serão
disponibilizados
novos materiais
ao longo do ano.
OFFLINE
Todas as publicações e recursos digitais disponíveis na Biblioteca estão
também acessíveis offline através da app Aula Digital,
em computador, tablet ou smartphone.
Versão
para download
b. Banco de Recursos
No Banco de Recursos o Professor encontra recursos digitais das suas

disciplinas, que pode usar de forma complementar ou independente do
manual escolar.
Tutorial: Explorar o
Banco de Recursos
Estes recurs
os podem se
pesquisados r
pelos temas
curriculares
ou por palav
chave. ra
Os filtros laterais ajudam a

refinar a pesquisa por tipologia
(vídeo, ficha, teste, …), ciclo, ano
ou disciplina.
Todos os recursos da área Banco de Recursos e Biblioteca

podem ser partilhados com os alunos através da área
As minhas salas ou de qualquer outra plataforma de
comunicação.
IV. Explorar os recursos do Aluno
Na área Smart, disponibilizam-se aos alunos sequências de aprendizagem
que permitem rever o essencial de cada conteúdo, testar conhecimentos
e esclarecer dúvidas. Esta área está também disponível para o Professor,
que assim poderá fazer recomendações de estudo.
Vídeos, áudios e sínteses, organizados por temas curriculares, que

ajudam a compreender a matéria.
Quizzes com explicações imediatas, que permitem esclarecer as

dúvidas. A correção automática e o registo do progresso permitem
autorregular a aprendizagem do aluno e melhorar os resultados.
Os conteúdos Smart podem também ser explorados a partir

da app Aula Digital, disponível para computador, tablet ou
smartphone, com ou sem Internet.
V. Criar e editar aulas e testes interativos
Nas áreas Os meus testes e As minhas aulas, o Professor pode
personalizar os testes e as aulas, acedendo a propostas disponíveis
na área Biblioteca, ou criar estes recursos de raiz.
Para criar um novo teste interativo com correção automática basta: Tutorial: Criar um
teste interativo
1. Entrar na área Os meus testes;
2. Clicar em Novo teste;
3. Preencher o título, as instruções e a duração do teste;
4. Adicionar questões ao teste, clicando em:
•Questão do banco – para adicionar questões disponíveis
na área Biblioteca;
• Nova questão – para criar questões que podem incluir imagens,
áudios e fórmulas matemáticas.
5. Clicar em Gravar.
Depois de adicionar
todas as questões
ao teste é possível
definir diferentes
pesos para cada
uma das questões.

Tutorial: Criar uma
Para criar uma nova aula interativa, ou seja, uma nova sequência aula interativa
pedagógica de recursos digitais, basta:
1. Entrar na área As minhas aulas;
2. Clicar em Nova aula;
3. Preencher o título, o sumário, a duração e carregar um plano
(facultativo);
4. Adicionar recursos à aula, clicando em:
• Recursos – para adicionar recursos da Biblioteca ou do Banco de Recursos;
• Páginas – para adicionar páginas de qualquer livro disponível na Biblioteca;
• Testes – para adicionar um teste interativo da Biblioteca, do Banco
de Recursos ou da área Os meus testes;
• Ficheiro – para adicionar os seus próprios recursos;
• Texto – para adicionar texto;
• Link – para adicionar links para páginas da Internet ou vídeos do YouTube.
5. Clicar em Gravar.
5
3
4
As aulas e os
testes interativos
criados pelo Professor
também podem ser
partilhados com os
alunos através da
área As minhas
salas. Os testes interativos podem
ser exportados em formato
Word®.
As aulas e os
testes interativos
existentes na
Biblioteca podem
ser copiados para
as áreas de edição
– As minhas aulas
e Os meus testes –
para serem editados
e adaptados à
realidade das suas
turmas.

Tutorial: Criar uma
VI. Comunicar e orientar o estudo sala e associar alunos
Na área As minhas salas o Professor pode comunicar

com os alunos e orientar o seu estudo, tirando partido
dos recursos que encontra na Aula Digital.
Para criar uma sala e associar alunos basta: 5

1. Entrar na área As minhas salas e
clicar em Nova sala;
2. Preencher o nome da sala;
3. Clicar em Criar Sala;
4. Clicar em Associar alunos;
5. Disponibilizar o código da sala
aos alunos (alternativamente, é
possível associar alunos introduzindo
os seus e-mails)
a. Comunicar
Na Entrada de uma sala, o Professor pode publicar informações importantes, lançar

questões/tópicos de debate ou partilhar recursos, criando um post no mural.
Os alunos podem
responder e colocar
as suas questões num
ambiente moderado
pelo Professor.

Tutorial: Enviar um
b. Enviar e acompanhar a realização de trabalhos teste
e testes interativos
A partir de uma sala o Professor pode enviar trabalhos e testes

interativos, que os alunos podem realizar de acordo com as suas
orientações.
Para enviar um teste basta:

1. No menu Testes, clicar em Novo Teste;
2. Definir as datas e as horas de início e de fim da realização do teste;
3. Clicar em Adicionar teste e selecionar o teste interativo que pretende enviar;
4. Selecionar os alunos a quem pretende enviar o teste.
3
2
Depois de concluído o teste, o Professor acede a um relatório automático individual

para cada aluno.

Tutorial: Enviar um
Para enviar um trabalho basta: trabalho
1. No menu Trabalhos, clicar em Novo Trabalho;
2. Preencher o Título e o Enunciado do trabalho;
3. Definir a data e a hora de início e de fim da realização do trabalho;
4. Indicar se o trabalho terá avaliação;
5. Selecionar os recursos de apoio à realização do trabalho;
6. Selecionar os alunos a quem pretende enviar o trabalho.
4
5
3
6
Ao longo da
realização de um
trabalho, o Professor
pode esclarecer
individualmente
as dúvidas
de cada aluno.
c. Partilhar recursos através de qualquer plataforma
Todos os recursos disponíveis na Biblioteca e no Banco de Recursos, incluindo os

recursos exclusivos do Professor, podem ser partilhados com os alunos.
Clicando no botão de partilha, disponível no cartão de identificação ou no interior do

recurso, é possível partilhá-lo através:
da área As minhas
salas.
do Google Classroom.
do Teams, do
Moodle ou de outras
plataformas de
comunicação, copiando
e colando o link.

Guião de recursos multimédia
Listagem geral dos recursos multimédia Step Up 11
• Áudios – Disponíveis em versão standard, e, na maior parte das faixas, também na ver-
são slow. Estão identificados através de hotspots na versão digital do manual.
• 67 Vídeos – Vídeos com a possibilidade de apresentar legendas em inglês.
• 4 Vídeos interativos – Vídeos intercalados com questões. Disponível a função de legen-
das em inglês on/off.
• 8 Karaokes – Vídeos de canções, acompanhados das letras e com marcação de texto.
• 7 Speaking tutorials – Vídeos tutoriais de apoio à rubrica Speaking com indicações passo
a passo de como comunicar em diferentes situações.
• 8 Writing tutorials – Vídeos tutoriais de apoio à rubrica Writing com indicações passo a
passo de como produzir diferentes tipologias de texto.
• 17 Tutoriais de gramática – Animações dos conteúdos gramaticais, com explicações pas-
so a passo do uso e da forma e com exemplos respetivos.
• 4 Infográficos – Imagens interativas apresentadas na abertura de cada módulo, com
pontos clicáveis que remetem para imagens, textos, áudios e/ou vídeos de exploração
temática.
• 10 Apresentações PowerPoint® – Recursos de apresentação e aplicação de conteúdos
temáticos, de vocabulário e de gramática.
• 4 Glossários – Glossários interativos que apresentam uma listagem de palavras e/ou ex-
pressões com a respetiva definição, tradução e áudio associado.
• 17 Atividades gramaticais – Atividades com exercícios de aplicação dos conteúdos gra-
maticais abordados nos tutoriais de gramática. Inclui correção automática e notas de
apoio (dicas).
• 6 Jogos (Board game) – Jogos sobre vários aspetos temáticos ou culturais.
• 28 Testes interativos – Testes com oito itens de resposta fechada e correção automática
para revisão de cada unidade, catorze dos quais são exclusivos do professor.
• 10 Kahoots – Quizzes sobre os conteúdos de vocabulário.
• 6 Quizzes – Quizzes compostos por cinco questões de resposta automática com feedback
imediato para revisão de conteúdos gramaticais.
• Links – Links para vídeos externos ou ferramentas externas de utilização facultativa.
• 3 Simuladores, que podem ser usados em várias atividades e dinâmicas de sala de aula:
³Timer – Cronómetro personalizável que permite inserir o tempo estimado para a rea-
lização de tarefas em sala de aula e mostrar a contagem decrescente do tempo.

³Random number generator – Ferramenta de atribuição aleatória de números que

permite eleger um aluno, através do seu número de turma, para realizar uma deter-
minada tarefa, organizar a saída dos alunos da sala de aula, etc.
³Recorder – Ferramenta que permite gravar registos áudio.

Recursos multimédia disponíveis no projeto Step Up 11
Module 0 – Step right in!

• Apresentação Past tenses [Exclusivo para o professor]
Apresentação em PowerPoint® sobre os tempos verbais do passado.
• Gramática
Apresentação Past simple and past continuous
de conteúdos Past perfect simple
Animações explicativas dos conteúdos gramaticais.
• Vídeo Summer (Calvin Harris) [Exclusivo para o professor]
Vídeo externo com a letra da canção Summer, do Calvin Harris.
• Atividades
Past simple and past continuous
Past perfect simple
Exercícios interativos sobre os conteúdos gramaticais respetivos, com
correção automática e notas de apoio (dicas).
• Quiz Past tenses (2)
Questões de resposta automática com feedback imediato.
Aplicação/
Consolidação • Links [Exclusivo para o professor]
Animoto, Podbean, Padlet, Google Forms, Poll Everywhere, Canva,
Postermywall
Links para ferramentas externas de utilização facultativa.
• Simuladores
Random number generator [Exclusivo para o professor]
Timer [Exclusivo para o professor]
Recorder
Module 1 – Shop for your life

1. To buy or not to buy…
• Infográfico Module 1: Shop for your life [Exclusivo para o professor]
Imagem interativa com pontos clicáveis revelando vários aspetos
relacionados com o módulo 1.
• Apresentação Shop for your life [Exclusivo para o professor]
Apresentação em PowerPoint® de exploração temática e vocabular
(módulo 1).
• Glossário Interactive Vocabulary Bank: Shop for your life
Apresentação Glossário interativo que apresenta uma listagem de palavras e/ou
de conteúdos expressões com a respetiva definição, tradução e áudio associado
relativas ao módulo 1.
• Karaoke Eyes Wide Open (Gotye) [Exclusivo para o professor]
Vídeo da canção acompanhado da letra.
• Gramática Possessive ’s
Animação explicativa do conteúdo gramatical.
• Vídeo Not My Responsibility (Billie Eilish) [Exclusivo para o professor]
Vídeo externo da música Not My Responsibility, da Billie Eilish.
(continua)
(continuação)
• Atividade Possessive ’s
Exercícios interativos sobre s conteúdo gramatical respetivo, com correção
automática e notas de apoio (dicas).
• Kahoot Money idioms [Exclusivo para o professor]
Quiz de vocabulário.
Aplicação/ • Links [Exclusivo para o professor]
Consolidação Flipgrid, Google Forms, Poll Everywhere, MindMeister, Mentimeter
• Simuladores
Recorder
• Teste interativo To buy or not to buy… (I)

Teste com oito itens de resposta fechada e correção automática.
Avaliação
• Teste interativo To buy or not to buy… (II) [Exclusivo para o professor]
2. What’s in a brand?
• Karaoke Fashion (Lady Gaga) [Exclusivo para o professor]

• Vídeo Fake Famous (trailer)
Vídeo externo do trailer do documentário Fake Famous.
Apresentação
de conteúdos • Gramática Reflexive and reciprocal pronouns
Animação explicativa dos conteúdos gramaticais.
• Vídeo What Do Teens Think About Advertising? [Exclusivo para o
professor]
Vídeo externo com opiniões de diferentes adolescentes sobre publicidade.
• Jogo Board game: Brand expert

Jogo de cariz temático.
• Atividade Reflexive and reciprocal pronouns
Aplicação/ correção automática e notas de apoio (dicas).
Animoto, Google Forms, Poll Everywhere
• Kahoot What’s in a brand? [Exclusivo para o professor]
• Teste interativo What’s in a brand? (I)
Avaliação
• Teste interativo What’s in a brand? (II) [Exclusivo para o professor]
(continua)

(continuação)
3. Stand up for your rights!
• Gramática Collective nouns

• Writing tutorial Formal email of complaint
Apresentação
Tutorial, passo a passo, de como escrever um email de reclamação.
de conteúdos
• Vídeo Queenpins, Hacker, Identity Thief [Exclusivo para o professor]
Vídeo externo com dois trailers de filmes e um excerto de um filme sobre
crimes cibernéticos e roubo de identidade.
• Links [Exclusivo para o professor]

Tricider, Smartdraw, Padlet
Aplicação/ Links para ferramentas externas de utilização facultativa.
Consolidação • Atividade Collective nouns
Exercícios interativos sobre o conteúdo gramatical respetivo, com
• Teste interativo Stand up for your rights (I)

Avaliação
• Teste interativo Stand up for your rights (II) [Exclusivo para o professor]
4. Go fair!
• Vídeo When You Don’t Want to Pay for a Plastic Bag [Exclusivo para o
professor]
Vídeo externo de uma curta-metragem que aborda a cobrança por sacos
de plástico no supermercado.
• Vídeo Save Ralph [Exclusivo para o professor]
Vídeo externo de consciencialização para as consequências causadas
pelos produtos testados em animais.
• Speaking tutorial Debate tournament
Apresentação Tutorial, passo a passo, de como comunicar num debate.
de conteúdos • Vídeo interativo Levi’s TV Ad
Vídeo externo intercalado com questões sobre o consumo excessivo e
moda sustentável.
• Gramática Past perfect simple and past perfect continuous
• Vídeo The Seed (Aurora) [Exclusivo para o professor]
Vídeo oficial da canção The Seed, da Aurora.
• Writing tutorial Comment
Tutorial, passo a passo, de como escrever um comentário.
(continua)

(continuação)
• Vídeo Fast Fashion [Exclusivo para o professor]

Vídeo externo sobre fast fashion.
• Vídeo Reusing [Exclusivo para o professor]
Vídeo externo sobre uma cadeia de lojas que vende roupa em segunda
mão.
Apresentação • Vídeo Fair Trade [Exclusivo para o professor]
de conteúdos Vídeo externo sobre a importância do comércio justo.
• Vídeo Reducing [Exclusivo para o professor]
Vídeo externo sobre a experiência de Lauren Singer e a sua estratégia
para reduzir o lixo produzido pelo ser humano.
• Vídeo Kia Niro advertisement
Vídeo externo de um anúncio a um carro.
• Jogo Board game: Shopping

• Atividade Past perfect simple and past perfect continuous
Aplicação/ correção automática e notas de apoio (dicas).
Poll Everywhere, Padlet
• Quiz Past perfect continuous
• Teste interativo Go fair! (I)

Avaliação
• Teste interativo Go fair! (II) [Exclusivo para o professor]
Module 2 – A planet for all

1. A planet on the edge
• Infográfico Module 2: A planet for all [Exclusivo para o professor]
• Apresentação A planet for all [Exclusivo para o professor]
Apresentação (módulo 2).
de conteúdos • Glossário Interactive Vocabulary Bank: A planet for all
Glossário interativo que apresenta uma listagem de palavras e/ou
expressões com a respetiva definição, tradução e áudio associado
• Vídeo Truth to Power (One Republic) [Exclusivo para o professor]
Vídeo externo com a canção Truth to Power, dos One Republic.
(continua)

(continuação)
• Vídeo RiverBlue (trailer)

Vídeo externo do trailer do documentário RiverBlue – River Pollution.
• Vídeo Chasing Coral (trailer)
Vídeo externo do trailer do documentário Chasing Coral – Coral
Bleaching.
• Vídeo David Attenborough: A Life on Our Planet (trailer)
Vídeo externo do trailer do documentário David Attenborough: A Life on
Our Planet.
Apresentação • Link Recognizing the Human Right to Healthy Environment
de conteúdos Link para vídeo externo de utilização facultativa.
• Gramática Complex prepositions
• Vídeo The Human Element (trailer)
Vídeo externo do trailer do documentário The Human Element.
• Vídeo Overpopulation and the Environment [Exclusivo para o professor]
Vídeo externo sobre o impacto da sobrepopulação no planeta.
• Writing tutorial Newspaper article
Tutorial, passo a passo, de como escrever uma notícia.
• Jogo Board game: Environment (I)

• Atividade Complex prepositions
• Kahoot Environment [Exclusivo para o professor]
Aplicação/ Quiz de vocabulário.
WordArt, Animoto, Global Footprint Network, Canva
Links para ferramentas ou vídeos externos de utilização facultativa.
• Simuladores
Recorder
• Teste interativo A planet on the edge (I)

Avaliação
• Teste interativo A planet on the edge (II) [Exclusivo para o professor]
(continua)

(continuação)
2. Green up!
• Vídeo interativo Influential Sustainable YouTubers [Exclusivo para o

professor]
Vídeo externo intercalado com questões sobre YouTubers apoiantes de
estilos de vida sustentáveis.
• Karaoke Cover Me in Sunshine (P!nk) [Exclusivo para o professor]
• Vídeo Cover Me in Sunshine (P!nk) [Exclusivo para o professor]
Vídeo da música Cover Me in Sunshine, da P!nk.
• Apresentação Adjective degrees [Exclusivo para o professor]
Apresentação em PowerPoint® sobre os graus dos adjetivos.
Apresentação
de conteúdos • Gramática
Comparative structures
As if/As though
Animações explicativas dos conteúdos gramaticais.
• Vídeo Environmentally-Friendly Celebrities (parts 1 and 2) [Exclusivo
para o professor]
Vídeos sobre várias celebridades que demonstraram atitudes
sustentáveis.
• Speaking tutorial Persuading
Tutorial, passo a passo, de como como persuadir numa situação de
comunicação oral.
• Jogo Board game: Environment (II)

• Kahoot Sustainability words and collocations [Exclusivo para o professor]
• Atividades
Comparative structures
Aplicação/ As if/As though
Consolidação Exercícios interativos sobre os conteúdos gramaticais respetivos, com
• Quiz Double and proportional comparative
Trello, Canva
• Teste interativo Green up! (I)

Avaliação
• Teste interativo Green up! (II) [Exclusivo para o professor]
(continua)

(continuação)
3. Engineering life
• Vídeo What Is Gene Editing and How Does It Work? [Exclusivo para o
professor]
Vídeo externo sobre genes e a sua manipulação.
• Gramática Adverbs
• Writing tutorial Science fiction “very-short” story
Tutorial, passo a passo, de como escrever uma história.
• Speaking tutorial Discussing ideas
Tutorial, passo a passo, de como como discutir ideias.
Apresentação • Karaoke Something Just Like This (The Chainsmokers & Coldplay)
de conteúdos [Exclusivo para o professor]
• Vídeos [Exclusivo para o professor]
Endangered Animals: Elephants
Endangered Animals: Orangutans
Endangered Animals: Tigers
Endangered Animals: Dolphins
Endangered Animals: Polar Bears
Endangered Animals: Koalas
Vídeos externos sobre a exploração de animais em perigo iminente de
extinção.
• Atividade Adverbs
Aplicação/
Create Your Own Superhero, Create a Superhero, Learn.Genetics, Padlet,
Flipgrid, Whimsical, Venngage
• Teste interativo Engineering life (I)

Avaliação
• Teste interativo Engineering life (II) [Exclusivo para o professor]
(continua)

(continuação)
Module 3 – Taking a stand for diversity

1. English all around
• Infográfico Module 3: Taking a stand for diversity [Exclusivo para o

professor]
• Apresentação Taking a stand for diversity [Exclusivo para o professor]
(módulo 3).
• Glossário Interactive Vocabulary Bank: Taking a stand for diversity
• Vídeo What Does Diversity Mean to You? [Exclusivo para o professor]
Apresentação Vídeo externo com a definição do conceito de diversidade por parte de
de conteúdos alguns estudantes universitários.
• Vídeo Spoken-Word Poem [Exclusivo para o professor]
Vídeo com o poema da página 97.
• Karaoke Follow You (Imagine Dragons) [Exclusivo para o professor]
• Apresentação Future forms [Exclusivo para o professor]
Apresentação em PowerPoint® sobre os tempos verbais do futuro.
• Gramática Future: be about to/be likely to
• Vídeo The Hundred-Foot Journey (trailer)
Vídeo externo do trailer do filme The Hundred-Foot Journey.
• Writing tutorial Magazine article
Tutorial, passo a passo, de como escrever um artigo para uma revista.
• Kahoot Diversity [Exclusivo para o professor]

• Atividade
Future: be about to/be likely to
Aplicação/
Flipgrid, Coggle
• Simuladores
Recorder
(continua)

(continuação)
• Teste interativo English all around (I)

Avaliação
• Teste interativo English all around (II) [Exclusivo para o professor]
2. Branches of the same tree: walls
• Karaoke It’s a Sin (Years and Years) [Exclusivo para o professor]

• Vídeo On the Basis of Sex (trailer)
Vídeo externo do trailer do filme On the Basis of Sex.
• Link Biography of Ruth Ginsburg
Link para página web de utilização facultativa.
• Apresentação Passive [Exclusivo para o professor]
Apresentação em PowerPoint® sobre a passiva.
Apresentação • Gramática The passive: causative have or get
de conteúdos Animação explicativa do conteúdo gramatical.
• Vídeo Being a White Student at a 99% Black School [Exclusivo para o
professor]
Vídeo externo que conta as experiências de alunos numa escola localizada
numa zona segregada.
• Writing tutorial Opinion text
Tutorial, passo a passo, de como escrever um texto de opinião.
• Vídeo When You’re Too Scared to Say Black [Exclusivo para o professor]
Vídeo externo de um episódio de uma série da BBC.
• Atividade
The passive: causative have or get
Aplicação/
Consolidação • Quiz The passive: causative have or get
• Link Poll Everywhere [Exclusivo para o professor]
Link para ferramenta externa de utilização facultativa.
• Teste interativo Branches of the same tree: walls (I)

Avaliação • Teste interativo Branches of the same tree: walls (II) [Exclusivo para o
professor]
(continua)

(continuação)
3. Branches of the same tree: bridges
• Vídeo The DNA Journey (parts 1 and 2) [Exclusivo para o professor]

Vídeos externos em que várias pessoas se voluntariam para que o seu
ADN seja analisado.
• Vídeo interativo The World Piece and Mo Ganji [Exclusivo para o
professor]
Vídeo externo intercalado com questões de uma entrevista ao tatuador
Mo Ganji.
• Vídeo The World Piece [Exclusivo para o professor]
Vídeo externo sobre o projeto The World Piece.
Apresentação
• Apresentação If-clauses [Exclusivo para o professor]
de conteúdos
Apresentação em PowerPoint® sobre as orações condicionais.
• Gramática If-clauses with modal verbs and unless
• Vídeo Sport Can Make the World a Better Place [Exclusivo para o
professor]
Vídeo externo sobre como o desporto pode ajudar a combater a
discriminação.
• Speaking tutorial Presentation
Tutorial, passo a passo, de como como fazer uma apresentação oral.
• Atividade If-clauses with modal verbs and unless

• Quiz Conditionals
Aplicação/ Questões de resposta automática com feedback imediato.
Consolidação • Jogo Board game: Celebrations
Jogo de cariz cultural.
Tricider, Popplet
• Teste interativo Branches of the same tree: bridges (I)

Avaliação • Teste interativo Branches of the same tree: bridges (II) [Exclusivo para o
professor]
(continua)

(continuação)
4. We care!
• Vídeo Why Young People Should Volunteer [Exclusivo para o professor]

Vídeo externo sobre voluntariado.
HumSub GlobalTEEN
Poem of the day: Being Biracial
Apresentação Links para páginas web de utilização facultativa.
de conteúdos • Gramática Intensifiers: so, such, too, enough
• Karaoke Come Together (Now United) [Exclusivo para o professor]
• Speaking tutorial Podcast episode
Tutorial, passo a passo, de como preparar e comunicar num podcast.
• Kahoots [Exclusivo para o professor]

Volunteering, social activism, multiculturalism
Collocations with activist and volunteer
Quizzes de vocabulário.
• Atividade Intensifiers: so, such, too, enough
• Quiz So/Such + that
Aplicação/
Consolidação • Link PodBean [Exclusivo para o professor]
Link para ferramenta externa.
Girls’ Rights to Education
Amnesty International
Animal Rights
Black Lives Matter
Schools Strike for Climate
Indigenous Peoples’ Rights
Vídeos externos sobre questões sociais várias.
• Teste interativo We care! (I)

Avaliação
• Teste interativo We care! (II) [Exclusivo para o professor]
(continua)

(continuação)
Module 4 – Working our way up

1. Working our way through life
• Infográfico Module 4: Working our way up [Exclusivo para o professor]

• Apresentação Working our way up [Exclusivo para o professor]
(módulo 4).
• Glossário Interactive Vocabulary Bank: Working our way up
Apresentação relativas ao módulo 4.
de conteúdos • Vídeos [Exclusivo para o professor]
Workplace of the Future: How Will You Work in 2030?
What Is the Future of Jobs? (parts 1 and 2)
Vídeos externos sobre o futuro do mundo do trabalho.
• Vídeo The Intern (trailer)
Vídeos externo do trailer do filme The Intern.
• Speaking tutorial Oral presentation
Tutorial, passo a passo, de como falar sobre o emprego de sonho.
• Gramática Correlative conjunctions
• Kahoot Working our way through life [Exclusivo para o professor]

• Atividade Correlative conjunctions
Aplicação/ • Links [Exclusivo para o professor]
Consolidação Movie Maker Online, Canva
• Simuladores
Recorder
• Teste interativo Working our way through life (I)

Avaliação • Teste interativo Working our way through life (II) [Exclusivo para o
professor]
(continua)

(continuação)
2. A mind set for change
• Vídeos Inner Workings (parts 1 and 2) [Exclusivo para o professor]

Vídeos externos com parte da curta-metragem Inner Workings.
• Gramática Partitives
• Karaoke Courage to Change (Sia) [Exclusivo para o professor]
Apresentação
de conteúdos
• Vídeo interativo Business Ideas for Teens [Exclusivo para o professor]
Vídeo externo, intercalado com questões, com ideias para jovens
empreendedores.
• Writing tutorial Covering letter
Tutorial, passo a passo, de como escrever uma carta de apresentação.
• Atividade Partitives
Aplicação/
• Kahoot A mind set for change [Exclusivo para o professor]
Consolidação
• Link Doodle [Exclusivo para o professor]
Link para ferramenta externa.
• Teste interativo A mind set for change (I)

Avaliação
• Teste interativo A mind set for change (II) [Exclusivo para o professor]
3. Now what? Getting down to business…
• Gramática Adjectives followed by a preposition

• Writing tutorial LinkedIn profile
Tutorial, passo a passo, de como escrever sobre si no LinkedIn.
• Links Different LinkedIn profiles [Exclusivo para o professor]
Links para páginas web de utilização facultativa.
Apresentação
de conteúdos • Vídeo Purl [Exclusivo para o professor]
Vídeo externo da curta-metragem Purl.
• Speaking tutorial Pre-recorded video job interview
Tutorial, passo a passo, de como preparar e comunicar numa entrevista
de emprego.
• Apresentação Reported speech [Exclusivo para o professor]
Apresentação em PowerPoint® sobre o discurso direto e indireto.
(continua)

(continuação)

How the World of Work is Changing!
The World of Work is Changing
Apresentação Changing the World of Work
de conteúdos The 5 Trends Shaping the Future of Work
Work Reimagined – The Future of Work is Changing
What Will the Future of Jobs Be Like?
Vídeos externos sobre o mundo do trabalho.
• Atividade Adjectives followed by a preposition

• Kahoot Now what? Getting down to business… [Exclusivo para o
professor]
Aplicação/ Quiz de vocabulário.
Consolidação
• Jogo Board game: Job interview
Genially, OBS Studio
• Teste interativo Now what? Getting down to business… (I)

Avaliação • Teste interativo Now what? Getting down to business… (II) [Exclusivo
para o professor]
Extensive Reading – The Hill We Climb

• Vídeo The Hate U Give (trailer)
Vídeo externo do trailer do filme The Hate U Give.
• Vídeo Amanda Gorman’s Interview on CNN [Exclusivo para o professor]
Vídeo externo de uma entrevista a Amanda Gorman.
• Vídeo The Hilll We Climb [Exclusivo para o professor]
Vídeo externo do poema The Hill We Climb.
Apresentação
de conteúdos • Vídeo Martin Luther King’s speech: I Have a Dream [Exclusivo para o
professor]
Vídeo externo do discurso I Have a Dream, de Martin Luther King.
• Vídeo Soul (trailer)
Vídeo externo do trailer do filme Soul.
• Vídeo It’s All Right [Exclusivo para o professor]
Vídeo externo da canção It’s All Right.

Notas
INGLÊS
Resources
Resources
Contents
Module 1
Vocabulary – Consumerism ..................................................................... 51
Vocabulary – Problems related to consumerism .................................... 52
Vocabulary – Quiz: Are you a wise consumer? ....................................... 53
Reading – Confessions of a Shopaholic ................................................... 54
Reading – Minimalism and shopping ...................................................... 55
Reading & Watching – Consumer rights: Q&A ....................................... 57
Reading – What you see is what you get… or maybe not ....................... 58
Watching – Fair trade: institutional video ............................................... 60
Watching – Baroness Von Sketch Show ................................................... 61
Watching – Food labelling: sketch video ................................................. 62
Watching – Jessi Arrington’s TED talk ..................................................... 63
Watching – Broken: trailer ...................................................................... 64
Watching & Writing – Broken: summary ................................................ 65
Speaking – Analysing a graph ................................................................. 66
Speaking – Debate on fair trade ............................................................. 67
Module 2
Vocabulary – Environment: collocations, idioms and proverbs .............. 68
Reading – Climate change and human rights .......................................... 69
Watching – A New Era for Humanity: video ............................................ 71
Watching – Biohackers: trailer ................................................................ 72
Speaking – Anthropocene: sharing ideas ................................................ 73
Speaking – The story of climate change .................................................. 74
Writing – Abstract .................................................................................. 75
Module 3
Vocabulary – Feelings ............................................................................. 77
Reading – Home: poem .......................................................................... 79
Reading – The world’s coolest nations: where do you rank? .................. 81
Listening & Speaking – Minority groups ................................................. 83
Watching & Speaking – Perpetual Motion: video ................................... 84
Reading & Writing – American Born Chinese: graphic novel .................... 85
Module 4
Vocabulary – Phrasal verbs and idioms .................................................. 86
Reading – School-to-work pathways ...................................................... 87
Reading & Writing – Jobs of the future .................................................. 90
Listening & Writing – Work: song ........................................................... 92
Watching & Speaking – The future world of work .................................. 93
Watching – One small step ..................................................................... 94
Answer key ................................................................................................. 95

MODULE 1
VOCABULARY Consumerism
Name Year Class No. Date / /
1. Read the clues and complete the crossword puzzle.
ACROSS
6 8
1. someone who buys or uses
G 7 B 10 goods or services
2. a person whose job is selling
things in a shop
P 9 A 3. the amount of money you are
allowed to spend
1 C M 4. an occasion when goods are
sold at a lower price than usual
5. give money as a payment for
something
2 S
DOWN
6. items that are made to be sold
7. buy something
8. something that is sold for much
3 B less than its usual price
9. the work of advertising and
4 S offering goods or services for
sale
5 S 10. have enough money to buy
something
2. Complete the sentences with words from the crossword puzzle.

a. When ŝƐĞīĞĐƟǀĞ͕ƉĞŽƉůĞďƵǇƉƌŽĚƵĐƚƐǁŚŝĐŚƚŚĞǇĚŽŶ͛ƚŶĞĞĚ͘
b. Many companies already use the Internet to sell and deliver services.
c. I bought all these designer clothes in the . So, I didn’t too much.
d. Consumers shouldn’t buy anything they can’t .
e.dŚĞƐŚŽƉǁĂƐƐŽĐƌŽǁĚĞĚƚŚĂƚŝƚǁĂƐĚŝĸĐƵůƚƚŽŐĞƚƚŚĞ ͛ƐĂƩĞŶƟŽŶ͘
f. A savvy will never overpriced items.
g. I can’t resist a good , which completely blows my ŵĂŶǇƟŵĞƐ͘
3. Do you agree with this definition of bargain?

A BARGAIN IS
Why?/Why not?
SOMETHING
Share your opinion with a partner.
YOU DON'T
NEED AT A
PRICE YOU
CAN'T RESIST.
FRANKLIN JONES

MODULE 1
VOCABULARY Problems related to consumerism
1. Label the pictures with the problems in the box.
a. b.
c. d.
ŶĞŐĂƟǀĞďŽĚǇŝŵĂŐĞǁĂƐƚĞĚŝƐƉŽƐĂů
ŽǀĞƌĐŽŶƐƵŵƉƟŽŶĞǆƉůŽŝƚĂƟŽŶͬƐůĂǀĞƌǇ
2. Read some of the consequences of consumerism below. With your partner, order them from the
least serious to the most serious. Then, share your view with your class.
a. Increased waste.
b. hŶĞǀĞŶƌĞƐŽƵƌĐĞĚŝƐƚƌŝďƵƟŽŶ͘
c. 'ƌŽǁŝŶŐĚŝƐƉĂƌŝƟĞƐďĞƚǁĞĞŶƚŚĞƌŝĐŚĂŶĚƚŚĞƉŽŽƌ͘
d. &ĞĞůŝŶŐƐŽĨĨƌƵƐƚƌĂƟŽŶ͕ĞǆĐůƵƐŝŽŶ͕ŽĨŶĞǀĞƌŚĂǀŝŶŐĞŶŽƵŐŚŽƌďĞŝŶŐŐŽŽĚĞŶŽƵŐŚ͘
e. The need to “keep up with the Joneses”.
f. ĞŐƌĂĚĂƟŽŶŽĨƚŚĞĞĐŽƐǇƐƚĞŵƐ͘

MODULE 1
VOCABULARY Quiz: Are you a wise consumer?
Q I Z
U Are you a wise consumer?
Choose the correct option to find out!
1. Which situation best describes informed consumer behaviour?

a. ƵǇŝŶŐĂŌĞƌƌĞƐĞĂƌĐŚŝŶŐƚŚĞƉƌŽĚƵĐƚ͘
b. Buying without prior planning or thought.
c. Buying the latest products shown on TV.
2. The best source of unbiased information about a product comes from

a. ĂŶŝŶĚĞƉĞŶĚĞŶƚŽƌŐĂŶŝǌĂƟŽŶ͘
b. a commercial.
c. the company provider.
3. When we buy a product, we need to read the because that’s where

some important information is.
a. small print
b. ůŽǁĞƌͲĐĂƐĞůĞƩĞƌƐ
c. small register
4. As a consumer, it’s always important to understand

of the places where you buy.
a. ƚŚĞƌĞĨƵŶĚŽƌĞǆĐŚĂŶŐĞƉŽůŝĐǇ
b. ǁŚĂƚƚŚĞŵŽƟǀĂƟŽŶƐƚŽƐĞůůƉƌŽĚƵĐƚƐĂƌĞ
c. ƚŚĞŽƌŐĂŶŝǌĂƟŽŶ
5. It is important not to let yourself be convinced by

a. ƚŚĞƋƵĂůŝƟĞƐĂĚǀĞƌƟƐĞƌƐĐůĂŝŵĨŽƌƉƌŽĚƵĐƚƐ͘
b. ƐŽͲĐĂůůĞĚĞǆƉĞƌƚƐ͛ĂĚǀŝĐĞŽŶƉƌŽĚƵĐƚƐ͘
c. ƋƵĂůŝƚǇŝŶĨŽƌŵĂƟŽŶĂďŽƵƚĂƉƌŽĚƵĐƚ͘
If you have mostly c If you have mostly b If you have mostly a

You are completely You know some tricks of You got it! You’re definitely
vulnerable to the the consumer society. a wise consumer! Keep it
strategies of the consumer You’re not easily up!
society. Be careful! manipulated!

MODULE 1
READING Confessions of a Shopaholic
1. Read the excerpt from Confessions of a Shopaholic, by Sophie Kinsella.

Choose an appropriate title and justify your choice.
a. A secret dream b. A nightmare come true c. The Visa panic
OK. DON’T PANIC. DON’T panic. It’s only a VISA bill. It’s a piece of paper; a few numbers.
I mean, just how scary can a few numbers be?
/ ƐƚĂƌĞŽƵƚ ŽĨ ƚŚĞ ŽĨĨŝĐĞ ǁŝŶĚŽǁ Ăƚ Ă ďƵƐ ĚƌŝǀŝŶŐ ĚŽǁŶ KǆĨŽƌĚ ^ƚƌĞĞƚ͕ǁŝůůŝŶŐ ŵǇƐĞůĨ
to open the white envelope sitting on my cluttered desk. It’s only a piece of paper, I tell
ŵǇƐĞůĨĨŽƌƚŚĞƚŚŽƵƐĂŶĚƚŚƚŝŵĞ͘ŶĚ/͛ŵŶŽƚƐƚƵƉŝĚ͕Ăŵ/͍/ŬŶŽǁĞǆĂĐƚůǇŚŽǁŵƵĐŚƚŚŝƐ
VISA bill will be.
Sort of. Roughly.
/ƚ͛ůůďĞĂďŽƵƚάϮϬϬ͘dŚƌĞĞŚƵŶĚƌĞĚ͕ŵĂǇďĞ͘zĞƐ͕ŵĂǇďĞάϯϬϬ͘dŚƌĞĞͲĨŝĨƚǇ͕ŵĂǆ͘
I casually close my eyes and start to tot up. There was that suit in Jigsaw. And there
was dinner with Suze at Quaglino’s. And there was that gorgeous red and yellow rug. The
rug was £200, come to think of it. But it was definitely worth every penny – everyone’s
admired it. Or, at least, Suze has. And the Jigsaw suit was on sale – 30 per cent off. So that
was actually saving money.
Do you want to know about my secret dream? It’s based on a story I once read in The
Daily WorldĂďŽƵƚĂŵŝǆͲƵƉĂƚĂďĂŶŬ͘/ůŽǀĞĚƚŚŝƐƐƚŽƌǇƐŽŵƵĐŚ͕/ĐƵƚŝƚŽƵƚĂŶĚƐƚƵĐŬŝƚ
onto my wardrobe door. Two credit card bills were sent to the wrong people, and – get
this – each person paid the wrong bill without realizing. They paid off each other’s bills
without even checking them.
And ever since I read that story, my secret fantasy has been that the same thing will
happen to me. I mean, I know it sounds unlikely – but if it happened once, it can happen
again, can’t it? Some dotty old woman in Cornwall will be sent my humongous bill and
will pay it without even looking at it. And I’ll be sent her bill for three tins of cat food at
fifty-nine pence each. Which, naturally, I’ll pay without question. Fair’s fair, after all.
Sophie Kinsella, Confessions of a Shopaholic, London: Dell, 2003 (abridged)
Do you get it?

1. Find synonyms in the text for the words below.
a. ĂƉƉƌŽǆŝŵĂƚĞůǇ c. eccentric
b. add up d. huge
2. Find out what the words in bold in the last paragraph refer to in the text.
a. it (line 20) b. it (line 21)
3. Discuss the following with a partner. Then, share your ideas in class.
3.1 Do you have the habit of not controlling the money you spend? Why?/Why not?
3.2 What would you do if you got the wrong credit card bill?

MODULE 1
READING Minimalism and shopping
1. Read the title of the text and say what you think “shopping with intention” is. Then, read the
text and see if you were right.
Minimalism and shopping — helpful tips for shopping with intention

In the pursuit of minimalism, I love a simple lifestyle without clutter.
I’m happy with what I have and rarely overspend on fancy new stuff
or seek retail therapy to make me feel good. I still enjoy shopping,
though, and it does feel nice to get something new, every now and
then. I guess I’m lucky that I enjoy shopping in small doses.
Ƶƚ / ŬŶŽǁ Ă ůŽƚ ŽĨ ƉĞŽƉůĞ ůŽǀĞ ƐŚŽƉƉŝŶŐ ĂŶĚ ŐĞƚ ƌĞĂůůǇ ĞǆĐŝƚĞĚ
about buying something new, especially if it’s a bargain. It also
may seem hard to resist temptation and sharp marketing tactics,
and you end up buying new things even before you knew you
wanted them. If this sounds familiar, here are four tips for
pp g with intention instead:
shopping
out to
es ti o n s w h en ever you’re ab
ree qu
Ask yourself th n ee d it? Do I really lo
ve it?
Do I re a lly
buy something: uying it? The
o rt h sp en d in g my money b
Is it really w y it.
S! YE S! YE S! If not, don’t bu
be YE
answers should want to
ed w it h a lis t of what you
Always go arm on’t buy it.
If it ’s n o t o n the list, then d
buy.
take with
u d ge t b ef o re you go, or only
Set your b u don’t get
rt ai n am o u n t of cash, so yo
you a ce s.
void using card
carried away. A
u. Make sure
a fr ie n d yo u trust with yo
Ta ke rried
yo u to st o p if you do get ca
he/she tells d’s order!
, o f co u rs e, o bey your frien
away… and
Remember that minimalism isn’t about trying to live with as little as possible or never
buying things that make you happy. Saying that you can’t ever go shopping, buy new things
and have fun doing it is NOT what the minimalist life is about.
And, we’ve all bought something that was totally pointless, we didn’t need or we didn’t
really think through just because we loved it, we wanted it and we had to have it! However,
minimalism encourages you to rethink old habits and redefine your priorities.
ŶĚ͕ƌĞŵĞŵďĞƌ͕ŶĞǆƚƚŝŵĞǇŽƵŐŽƐŚŽƉƉŝŶŐ͕ĨŽůůŽǁƚŚĞƐĞƚŝƉƐ͊
https://balancethroughsimplicity.com (adapted; accessed in July 2021)

Reading • Module 1
Do you get it?

1. Explain the meaning of these expressions in the text.
a. retail therapy (line 3)
b. every now and then (lines 4-5)
c. get carried away (lines 19-20)
d. think through (line 28)
2. Complete the table with information from the text. Write in note form.
Tip <ĞǇĂĐƟŽŶ Reason
1 ƐŬͬŶƐǁĞƌƋƵĞƐƟŽŶƐ EĞĞĚƚŽƌĞŇĞĐƚ
2 a. b.
3 c. d.
4 e. f.
3. Identify the speaker’s purpose in using the following devices:

• the underlined verbs in “it does feel” (line 4) and “you do get carried away” (lines 22-23)
• ĐĂƉŝƚĂůůĞƩĞƌƐŝŶ͞z^͊z^͊z^͊͟;ůŝŶĞϭϱͿĂŶĚ͞EKd͟;ůŝŶĞϮϲͿ
• ĞǆĐůĂŵĂƟŽŶŵĂƌŬƐŝŶ͞ŽďĞǇǇŽƵƌĨƌŝĞŶĚ͛ƐŽƌĚĞƌ͊͟;ůŝŶĞϮϯͿĂŶĚ͞ĨŽůůŽǁƚŚĞƐĞƟƉƐ͊͟;ůŝŶĞϯϬͿ
4. List three reasons why people buy something without intention according to the text.
Reason #1
Reason #2
Reason #3

MODULE 1
READING & WATCHING Consumer rights: Q&A
1. Read the text and identify who says that

a.ďĞŝŶŐĚĞĐĞŝǀĞĚďǇĂĚǀĞƌƟƐŝŶŐĐĂŶďĞĐŽŶƐŝĚĞƌĞĚĂĐƌŝŵĞ͘
b. being aware of scams is the best way to protect ourselves.
c. ƐŽŵĞƟŵĞƐƉĞŽƉůĞĐŚĂŶŐĞƚŚĞƌƵůĞƐŝŶƚŚĞŵŝĚĚůĞŽĨƚŚĞŐĂŵĞĂŶĚǇŽƵĚŽŶ͛ƚŚĂǀĞƚŽĂĐĐĞƉƚŝƚ͘
d. the law protects both consumers and sellers.

e. consumers must be compensated when they are harmed by the goods bought.
Why should you know your rights as a consumer?
James Talbot
tĞůů͕ƚŚĞŵŽƌĞǁĞŬŶŽǁŽƵƌƌŝŐŚƚƐ͕ƚŚĞůĞƐƐůŝŬĞůǇŝƚŝƐĨŽƌƵƐƚŽĨĂůůǀŝĐƟŵƚŽĨƌĂƵĚ͕ƚŚĂƚ
ŝƐ͕ƚŽŐĞƚƌŝƉƉĞĚŽī͘KŶƚŚĞŽƚŚĞƌŚĂŶĚ͕ƚŚĞůĂǁĂůƐŽƉƌŽǀŝĚĞƐƉƌŽƚĞĐƟŽŶĨŽƌƚŚĞƐĞůůĞƌ͕ƚŽ
ƉƌĞǀĞŶƚƵŶƐĐƌƵƉƵůŽƵƐĐŽŶƐƵŵĞƌƐĨƌŽŵƌŝƉƉŝŶŐƚŚĞŵŽī͘
Barry Gold
Actually, it’s not that complicated. You have a right to know what you are buying.
DŝƐƌĞƉƌĞƐĞŶƚĂƟŽŶŝƐĨĂůƐĞĂĚǀĞƌƟƐŝŶŐĂƚďĞƐƚ͕ĂŶĚŵŝŐŚƚďĞŽƵƚƌŝŐŚƚĨƌĂƵĚ͘
zŽƵŚĂǀĞĂƌŝŐŚƚƚŽŬŶŽǁƚŚĞƉƌŝĐĞǇŽƵĂƌĞƉĂǇŝŶŐďĞĨŽƌĞǇŽƵĐŽŵƉůĞƚĞƚŚĞƚƌĂŶƐĂĐƟŽŶ͘
If somebody tells you something costs A and then wants you to pay A plus $500, say no.
Just walk away.
Edilson Navas
In my opinion, some key consumer rights are:
ͻ>ŝĨĞĂŶĚŚĞĂůƚŚƉƌŽƚĞĐƟŽŶ͗ĐŽŶƐƵŵĞƌƐƐŚŽƵůĚďĞǁĂƌŶĞĚŽĨƉŽƐƐŝďůĞƌŝƐŬƐǁŚĞŶƵƐŝŶŐ
a certain product.
ͻ/ŶĨŽƌŵĂƟŽŶ͗ĞǀĞƌǇƉƌŽĚƵĐƚŵƵƐƚŚĂǀĞĐůĞĂƌŝŶĨŽƌŵĂƟŽŶĂďŽƵƚŝƚƐǁĞŝŐŚƚ͕ĐŽŵƉŽƐŝƟŽŶ͕
price.
• Reimbursement: when the product has caused damage, the consumer has the right to
be reimbursed.
ŚƩƉƐ͗ͬͬǁǁǁ͘ƋƵŽƌĂ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶ:ƵůǇϮϬϮϭͿ
2. Watch the video of Joe

Lycett’s show. Decide which
of Navas’s consumer rights is
being disrespected.
• Video – Joe Lycett’s

Got Your Back

MODULE 1
READING What you see is what you get... or maybe not
1. Read the text below and match the headings in the box with the right section. Two are not used.
ϭϬϬйŶĂƚƵƌĂůDƵůƟŐƌĂŝŶ'ůƵƚĞŶͲĨƌĞĞ>ŽǁĨĂƚEŽĂĚĚĞĚƐƵŐĂƌ
What you see is what you get… or maybe not!

a.
What you think it means: It’s full of healthy WHOLE grains that are better for you. Unlike
refined flour, whole grains have fibre, protein, and nutrients. So, you grab the loaf of the
ŚĞĂůƚŚǇĞǆƉĞŶƐŝǀĞͲůŽŽŬŝŶŐďƌĞĂĚ͘
What it actually means: Multi means many types of grains which may or may not be whole.
What you need to look for: Inspect the ingredient list, all types of grains should have the word
“whole” in front of them.
b.
What you think it means: Maybe you think

it’s a sugar-free food, healthier for you,
or lower in carbs.
What it actually means: It’s either been
packed with artificial sweeteners (that
can, according to some studies, actually
change your brain chemistry) OR it’s a
food that naturally contained enough
sugar it didn’t need a sweetener (like
juice).
What you need to look for: Learn the
names of artificial sweeteners (sucralose,
aspartame, and just about anything that
ends in -tol) and learn optional names of
sugar.
c.
What you think it means: It’s healthy and low in calories.

What it actually means: Many companies replace fat with sugar to make up for the lost taste.
Besides, if food tastes light and is light in colour, it can still carry the “light” label.
What you need to look for: Use the per 100 g column on the nutrition information table
(instead of the per portion) and compare sugar and fat content on the original and the
reduced-fat product. It’s worth checking salt too, as low-fat options can sometimes be
higher in salt.
ŚƩƉƐ͗ͬͬŚƵŶŐƌǇŚŽďďǇ͘ŶĞƚ͖ŚƩƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚƵďĞ͘ĐŽŵ͖
ŚƩƉƐ͗ͬͬǁǁǁ͘ďŚĨ͘ŽƌŐ͘ƵŬ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶ:ƵůǇϮϬϮϭͿ

Do you get it?

1. Find synonyms in the text for the words below.
a. take
b. ĮůůĞĚ
c. ƐǇŶƚŚĞƟĐ
2. Are the statements below true (T), false (F) or not stated
ated (NS)? T F NS
a. tŚŽůĞͲŐƌĂŝŶďƌĞĂĚŝƐŵŽƌĞĞǆƉĞŶƐŝǀĞƚŚĂŶƌĞŐƵůĂƌďƌĞĂĚ͘
ďƌĞĂĚ͘
b. The “no added sugar” label means the product doesn’t have any sugar.
c. The “light” label may simply mean the food has a light colour.
d. dŚĞƉĞƌƉŽƌƟŽŶŝŶĨŽƌŵĂƟŽŶĚŽĞƐŶ͛ƚƌĞĂůůǇƉƌŽǀŝĚĞǇŽƵŽďũĞĐƟǀĞŝŶĨŽƌŵĂƟŽŶ͘
3.1 Do you ever look at the labels of the products you buy? Why?/Why not?
3.2 Why can that be important?
Look at the cartoon below.

1. What reasons may the man
have had to make such a
decision?
2. Will this cartoon change
your attitude towards food
labels? Why?/ Why not?

MODULE 1
WATCHING &ĂŝƌƚƌĂĚĞ͗ŝŶƐƟƚƵƟŽŶĂůǀŝĚĞŽ
1. In pairs, answer the question:
Have you ever heard about fair trade?

If so, write your own personal definition and share it with your class.
If not, can you try to guess what it is?
2. Watch the video on how fair trade works
and complete the fact file with the missing
information.
• Video – How Fair

Trade Works
• Link – Check your
footprint slavery
FACT FILE
What fair trade products do:

a.
ĚǀĂŶƚĂŐĞƐƚŽƚŚĞƐǇƐƚĞŵŽĨĐŽŽƉĞƌĂƟǀĞƐ͗
• b.
• c.
• d.
ǆĂŵƉůĞƐŽĨĨĂŝƌƚƌĂĚĞƉƌŽĚƵĐƚƐ͗
e.
Slogan:
f.
3. As consumers, we can make wise and responsible choices so that we can diminish our slavery
footprint. Follow the link below, take the survey and check out your slavery footprint.
ŚƩƉƐ͗ͬͬƐůĂǀĞƌǇĨŽŽƚƉƌŝŶƚ͘ŽƌŐ

MODULE 1
WATCHING Baroness Von Sketch Show
1. Discuss these questions with a partner. Then, share your ideas with your classmates.
1.1 ,ĂǀĞǇŽƵĞǀĞƌĨĞůƚĚĞĐĞŝǀĞĚďǇĂĚǀĞƌƟƐŝŶŐ͍/ĨƐŽ͕ǁŚĂƚŚĂƉƉĞŶĞĚ͍tŚĂƚĚŝĚǇŽƵĚŽĂďŽƵƚŝƚ͍
1.2 Do you think Portuguese consumers are informed about their rights?
1.3 tŚĂƚĐĂŶǇŽƵĚŽǁŚĞŶǇŽƵĂƌĞŶŽƚƐĂƟƐĮĞĚĂďŽƵƚƚŚĞǁĂǇǇŽƵĂƌĞƚƌĞĂƚĞĚĂƐĂĐŽŶƐƵŵĞƌ͍
2. Watch the first part of the video without sound and say:
a. what you can guess about the woman by the
way she’s walking;
b. how you think she’s feeling.
2.1 Now, watch it with sound and see if you

were right.
3. Watch the second part of the video.

3.1 Say whether the statements below are true (T) or false (F). T F
a.dŚĞǁŽŵĂŶǁĂƐĂŶƟĐŝƉĂƟŶŐĂŶĂƌŐƵŵĞŶƚǁŚĞŶƐŚĞŐŽƚŝŶƚŽƚŚĞƐŚŽƉ͘
b.^ŚĞǁĂƐƐƵƌƉƌŝƐĞĚďǇƚŚĞƐĂůĞƐǁŽŵĂŶ͛ƐƌĞĂĐƟŽŶ͘
c. The saleswoman was rather impolite.
d.^ŚĞŽīĞƌĞĚƚŚĞǁŽŵĂŶƐŽŵĞĐŽŵƉĞŶƐĂƟŽŶĨŽƌƚŚĞƚƌŽƵďůĞ͘
e.dŚĞǁŽŵĂŶǁĂƐƌĞůŝĞǀĞĚĨŽƌŶŽƚŚĂǀŝŶŐƚŽĮŐŚƚ͘
3.2 Why do you think the saleswoman reacts the way she does? Choose the right answer.
a. Because she wants the woman to leave.
b. Because the client is always right.
• Video – Baroness Von Sketch
c. Because she is afraid of a formal complaint. Show (parts 1 and 2)

MODULE 1
WATCHING Food labelling: sketch video
1. Watch the video about food labelling.
• Video – Food Labelling

Sketch
1.1 tŚŝĐŚŝŶƚĞŶƟŽŶďĞůŽǁďĞƐƚƵŶĚĞƌůŝĞƐƚŚĞĐƌĞĂƟŽŶŽĨƚŚĞǀŝĚĞŽ͍ŚŽŽƐĞƚŚĞƌŝŐŚƚĂŶƐǁĞƌ͘
a. To laugh about consumers’ choices.
b. dŽĞǆƉŽƐĞĚĞĐĞƉƟǀĞůĂďĞůůŝŶŐ͘
c. To show how consumers shop.
d. To teach us to read product labels.
2. Answer the questions.

2.1 Why do you think it is important for the grocery store to be a confusing place?
2.2 What does the businessman mean when he says: “technically, it’s not lying”?
3.1 d ŚĞĂĚǀĞƌƟƐĞƌƐĂǇƐĐŽŶƐƵŵĞƌƐǁĂŶƚĂĚǀĞƌƟƐĞƌƐƚŽďĞŶĚƚŚĞƚƌƵƚŚĂďŽƵƚǁŚĂƚ͛ƐŝŶƚŚĞŝƌ
products. Do you agree? Why?/Why not?
3.2 ŽǇŽƵƌĞůĂƚĞǇŽƵƌĞǆƉĞƌŝĞŶĐĞĂƐĂĐŽŶƐƵŵĞƌǁŝƚŚǁŚĂƚŝƐƐŚŽǁŶŝŶƚŚĞǀŝĚĞŽ͍

MODULE 1
WATCHING Jessi Arrington’s TED talk
1. This is Jessi Arrington, an

American designer.
1.1 What can you infer about her
spending habits from looking
at the picture?
2. Watch the first part of her TED
talk and check if you were right.
2.1 Why does she compare
shopping to a treasure hunt?
• Videos – Jessi Arrington’s

TED Talk (parts 1 and 2)
3. Watch the second part of her TED talk and say if these statements are true (T),
false (F) or not stated (NS) according to what you hear. T F NS
a. Jessi bought all the clothes she is wearing in Palm Springs.

b. Looking great is doable for less than $15.
c. Wearing colourful clothes is the key to being in a good mood.
d. ĞŝŶŐǁŚŽǇŽƵĂƌĞŝƐŵŽƌĞŝŵƉŽƌƚĂŶƚƚŚĂŶĮƫŶŐŝŶ͘
e.ŽŶĮĚĞŶĐĞĚĞƚĞƌŵŝŶĞƐƚŚĞĐůŽƚŚĞƐƉĞŽƉůĞĚĞĐŝĚĞƚŽǁĞĂƌ͘
f. dŚĞďĞƐƚǁĂǇƚŽĞǆƉƌĞƐƐǇŽƵƌƐĞůĨŝƐƚŚƌŽƵŐŚĐůŽƚŚĞƐ͘
4.1 Jessi says she is going to donate all the clothes she bought. Which category do you think Jessi’s
ĂƫƚƵĚĞďĞƐƚĮƚƐŝŶƚŽ͗ĐŽŶƐƵŵĞƌŝƐŵŽƌŵŝŶŝŵĂůŝƐŵ͍tŚǇ͍
Look at the comic strip below. ween panel

y can Jes si’s atti tud e be des cribed as the middle ground bet
1. Wh
no. 1 and panel no. 2? the right?
at can you infe r fro m the loo k on the face of the penguin on
2. Wh

MODULE 1
WATCHING Broken: trailer
1. Watch the trailer of the series Broken.

1.1 dŝĐŬƚŚĞŝĚŝŽŵƐƚŚĂƚŵĂǇďĞƵƐĞĚƚŽĚĞƐĐƌŝďĞƚŚĞƐŝƚƵĂƟŽŶƐƉŽƌƚƌĂǇĞĚ͘
a. ŇĂƩĞƌƚŽĚĞĐĞŝǀĞ d. save for a rainy day • Video – Broken (trailer)
b. pass the buck to e. go through the roof

c. a fast buck
1.2 tŚŝĐŚŝĚŝŽŵĂďŽǀĞĐĂŶƌĞƉůĂĐĞƚŚĞĞǆƉƌĞƐƐŝŽŶƐŝŶďŽůĚĨƌŽŵƚŚĞǀŝĚĞŽ͍DĂŬĞĂŶǇŶĞĐĞƐƐĂƌǇ
changes.
a. It’s incredible what people do to make easy money.
b. In no shape or form should the industry put the burden on the consumer.
c. WůĂƐƟĐƉƌŽĚƵĐƟŽŶŚĂƐexploded over the last several decades.
2. Consider the statements from the video. Discuss them with your partner and share your views
with your class.
a. “Everybody just wants the nicest, newest thing for the cheapest price possible.”
b.͞ŽƵŶƚĞƌĨĞŝƚƐŚĂǀĞƚĞƐƚĞĚƉŽƐŝƟǀĞĨŽƌŬŶŽǁŶĐĂƌĐŝŶŽŐĞŶƐ͕ŚŽƌƐĞƵƌŝŶĞĂŶĚƐƵƉĞƌŐůƵĞ͘͟
3. Answer the following questions.

3.1 tŚĂƚŝƐŝŵƉůŝĞĚŝŶƚŚĞƋƵĞƐƟŽŶ͗͞tŚĂƚŝƐƚŚĞƚƌƵĞƉƌŝĐĞŽĨƚŚĞƉƌŽĚƵĐƚƐǇŽƵďƵǇ͍͟
3.2 ƌĞƉƌĞƐĞŶƚĂƟǀĞŽĨĂŝŐsĂƉĞƐĂǇƐ͗͞tĞĂƌĞĂďƐŽůƵƚĞůǇĂŐĂŝŶƐƚĂŶǇƵƐĞŽĨŽƵƌƉƌŽĚƵĐƚƐďǇ
minors.” Do you think being against is enough? Why?/Why not?
3.3 “We have made changes before, even when the odds were stacked against us.” Do you agree
ŽƌĚŝƐĂŐƌĞĞǁŝƚŚƚŚĞƐƚĂƚĞŵĞŶƚ͍:ƵƐƟĨǇǇŽƵƌĂŶƐǁĞƌ͘
MODULE 1
WATCHING & WRITING Broken: summary
1. Watch the trailer of the series Broken. In groups, answer the questions • Video – Broken (trailer)
below by using just one to three words.
Scavenger Hunt
a. What do people want to make?
b. What causes accidents every 17 minutes?
c. tŚĂƚĚŽǇŽƵĐĂůůƉƌŽĚƵĐƚƐƚŚĂƚĂƌĞĨƌĂƵĚƵůĞŶƚŝŵŝƚĂƟŽŶƐŽĨŽƚŚĞƌƐ͍
d. tŚŝĐŚƉƌŽĚƵĐƚƉƌŽĚƵĐƟŽŶŚĂƐĞƐĐĂůĂƚĞĚŝŶƚŚĞůĂƐƚĚĞĐĂĚĞƐ͍
e.tŚĂƚĂĚũĞĐƟǀĞĚĞƐĐƌŝďĞƐǁŚĂƚƚŚĞŝŶĚƵƐƚƌǇǁĂŶƚƐĐŽŶƐƵŵĞƌƐƚŽďĞƌĞŐĂƌĚŝŶŐĮŶĚŝŶŐƐŽůƵƟŽŶƐ
for environmental problems?
f. tŚĂƚŝƐĂƩĂĐŚĞĚƚŽƚŚĞůŽǁƉƌŝĐĞ͍
2. Using all the words from your answers, write a summary Do it right
of the trailer. Write no more than 80 words. In your summary:
▶ begin with an introductory sentence;
▶ use your own words, but do not give
your opinion;
▶ try to be comprehensive, but concise
and coherent.
3. Choose a spokesperson to represent your group. As a class, choose the best summary.

MODULE 1
SPEAKING Analysing a graph
1. This graph illustrates the amount the Western world spends on luxury products and on social
goals.
Consumer product/ $billion

Social goal 0 5 10 15 20
make-up
reproductive healthcare
for all women
pet food
elimination of hunger
and malnutrition
perfume
universal literacy
ocean cruises
clean drinking water for all
ice cream in Europe

immunizing every child
Help with language

2. Analyse the graph and discuss the following with a partner.
To present your conclusions
Then, share your ideas/conclusions in class. from the graph, you can say:
▶ A pattern we notice from the
2.1 What can you conclude? graph is…
▶ The data that most stood out
2.2 Do you think that, as a consumer, you can have an impact on
was…
the way Western society trades? ▶ When we first looked at this
graph, we…

MODULE 1
SPEAKING Debate on fair trade
Activity Imagine there is a discussion on fair trade chocolate

at your school and a panel has been invited to take part. The
panel may consist of: a farmer, the manager of a chocolate
company, a supermarket owner, a regular consumer and a
moderator.
Get into groups and follow these steps.
STEP 1 Read the cards below and brainstorm ideas and arguments according
to the different perspectives represented in the panel.
Farmer
• You grow cocoa bean Manager
s in an underdeveloped
country;
• You are a manager of a chocolate company;
• You need to make en
ough money to keep • Your aim is to make as much chocolate as
the business running, fee
d your family and you can at the lowest price;
send your children to sch
ool;
• You want to persuade • You want to persuade the farmer that
the manager of the ƉƌŽĐĞƐƐŝŶŐĐŽĐŽĂďĞĂŶƐŝƐĞǆƉĞŶƐŝǀĞĂŶĚǇŽƵ
company that farmers ne
ed to be fairly paid; need cheap raw material;
• You want to persuade
the supermarket • You want to persuade the supermarket
owner to sell fair trade pro
ducts and the owner and the consumer that your
consumer to buy them.
ĐŚŽĐŽůĂƚĞŝƐďĞƩĞƌƚŚĂŶĨĂŝƌƚƌĂĚĞĐŚŽĐŽůĂƚĞ
ĂŶĚƚŚĂƚĨĂŝƌƚƌĂĚĞĐŽͲŽƉĞƌĂƟǀĞƐĂůƐŽĞǆƉůŽŝƚ
farmers.
Supermarket owner
village in
• You own a supermarket in a small
Portugal; Consumer
ŬĞĞƉƚŚĞ
ͻ zŽƵŶĞĞĚƚŽŵĂŬĞĞŶŽƵŐŚƉƌŽĮƚƚŽ er living in a small
village
business running; • You are a consum
w much in Portugal;
• The shoppers in your area don’t kno much about fair tra
de, but
about fair trade; • You don’t know
ĞǆƉĞŶƐŝǀĞ͘
r to lower ǇŽƵƚŚŝŶŬŝƚ͛ƐĨĂƌƚŽŽ
• You want to persuade the manage
the price of cho colate.
STEP 2 Assign parts and study your character.

If you are the moderator, prepare questions to ask the panel.
STEP 3 Use your imagination. Act out your debate and have fun!
5HǕHFWLRQWLPH
Think about your own and your group members’ performance. What would you change about
How well did you do in terms of a. the way you collaborated?
a. contributing with useful ideas? b. the design of your work?
b. participating in the tasks and activity? c. the presentation of your work?
c. preparing your part?
d. supporting your classmates?

MODULE 2
VOCABULARY ŶǀŝƌŽŶŵĞŶƚ͗ĐŽůůŽĐĂƟŽŶƐ͕ŝĚŝŽŵƐĂŶĚƉƌŽǀĞƌďƐ
1. Study the table with words frequently used with environment.
Adjectives Verbs
aquatic, coastal, desert, global, local, affect, conserve, damage, degrade, destroy,
marine, natural, physical, rainforest harm, pollute, preserve, protect, safeguard
1.1tƌŝƚĞƐĞŶƚĞŶĐĞƐƵƐŝŶŐƚŚƌĞĞĂĚũĞĐƟǀĞƐĂŶĚƚŚƌĞĞǀĞƌďƐŝŶƚŚĞƚĂďůĞ͘
2. Read the proverbs and idioms updated to climate change by Ginny Hogan, stand-up comic and
contributor for The New Yorker.
2.1 ^ĂǇǁŚĂƚĞŶǀŝƌŽŶŵĞŶƚĂůƉƌŽďůĞŵƚŚĞǇŝůůƵƐƚƌĂƚĞ͘dŚĞĮƌƐƚŽŶĞŝƐĚŽŶĞĨŽƌǇŽƵ͘
a. ďŝƌĚŝŶƚŚĞŚĂŶĚŝƐǁŽƌƚŚŵŽƌĞƚŚĂŶŝƚƵƐĞĚƚŽďĞďĞĐĂƵƐĞƚŚĞǇ͛ƌĞŐŽŝŶŐĞǆƟŶĐƚ͘
biodiversity loss/animal extinction/endangered species
b. ƌŝƐŝŶŐƟĚĞŇŽŽĚƐĂůůŚŽƵƐĞƐ͘
c. KŶĞŵĂŶ͛ƐƚƌĂƐŚŝƐĞǀĞƌǇďŽĚǇ͛ƐƚƌĂƐŚďĞĐĂƵƐĞŝƚĂůůŐŽĞƐŝŶƚŚĞƐĂŵĞĞŶŽƌŵŽƵƐůĂŶĚĮůů͘
d. When it rains, it acid-rains.

e. dŚĞƌĞ͛ƐŐŽƚƚŽďĞĂƚůĞĂƐƚŽŶĞŽƚŚĞƌĮƐŚůĞŌŝŶƚŚĞƐĞĂ͘
f. Let’s save it for a rainy day – and, by that, I mean let’s never, ever do it.
g. You can lead a horse to a dried-up reservoir, but you can’t make it drink dirt.
h. z ŽƵ͛ƌĞŽŶƚŚŝŶŝĐĞ͕ďƵĚĚǇ͘/ŶĨĂĐƚ͕ǁĞĂůůĂƌĞ͘/ĨƚŚĞƌĞ͛ƐĂƉĂƌƚŽĨƚŚĞǁŽƌůĚƚŚĂƚƐƟůůŚĂƐƚŚŝĐŬ
ice, we need to know about it immediately.
2.2&ŝŶĚŽƵƚƚŚĞŽƌŝŐŝŶĂůƉƌŽǀĞƌďƐĂŶĚŝĚŝŽŵƐĂŶĚĞǆƉůĂŝŶǁŚĂƚƚŚĞǇŵĞĂŶ͘dŚĞĮƌƐƚŽŶĞŝƐĚŽŶĞĨŽƌ
you.
A bird in the hand is worth two in the bush – it’s better to hold onto something you have rather than take the
risk of trying to get something better which may come to nothing.
WHEN PEOPLE SAY CLIMATE CLIMATE CHANGE.

CHANGE DOESN'T EXIST
Look at the
memes and say
what problems
they are BECAUSE IT'S SNOWING
criticizing.
PENGUINS ANYWAY
SHOULD LEARN TO FLY.
a. b.
MODULE 2
READING Climate change and human rights
1. Before reading the text, discuss the following question with a partner.
How are climate change and human rights related?
1.1 ZĞĂĚƚŚĞƚĞǆƚƚŽƐĞĞŝĨǇŽƵǁĞƌĞƌŝŐŚƚ͘
It has long been recognized that a clean, healthy and functional environment is integral
to the enjoyment of human rights, such as the rights to life, health, food and an adequate
standard of living. Climate change is the largest, most pervasive threat to the natural
ĞŶǀŝƌŽŶŵĞŶƚĂŶĚŚƵŵĂŶƐŽĐŝĞƚŝĞƐƚŚĞǁŽƌůĚŚĂƐĞǀĞƌĞǆƉĞƌŝĞŶĐĞĚ͘
The latest assessment report from the
Intergovernmental Panel on Climate Change
describes how observed and predicted
changes in climate will adversely affect
billions of people and the ecosystems, natural
resources, and physical infrastructure upon
which they depend. These harmful impacts
include sudden-onset events that pose a
direct threat to human lives and safety, as
well as more gradual forms of environmental
degradation that will undermine access to clean water, food and other key resources that
support human life. As a consequence, climate change will have a profound effect on the
enjoyment of human rights for individuals and communities across the planet. This is not
merely an abstract, future possibility.
The report describes the latest projections and observations of how climate change
impacts and responses can affect the environment, individuals and communities. Some of
the key findings include:
• The impacts of climate change on
freshwater resources, ecosystems,
and human settlements are already:
undermining access to clean water, food,
shelter and other basic human needs,
interfering with livelihoods and displacing
people from their homes.
• These impacts constitute a serious
ŝŶƚĞƌĨĞƌĞŶĐĞ ǁŝƚŚ ƚŚĞ ĞǆĞƌĐŝƐĞ ŽĨ
fundamental human rights, such as the
rights to life, health, water, food, housing
and an adequate standard of living.
ͻDŝƚŝŐĂƚŝŽŶ͕ĂĚĂƉƚĂƚŝŽŶĂŶĚŐĞŽĞŶŐŝŶĞĞƌŝŶŐŵĞĂƐƵƌĞƐĐĂŶĂůƐŽĂĚǀĞƌƐĞůǇĂĨĨĞĐƚƚŚĞĞǆĞƌĐŝƐĞ
ŽĨŚƵŵĂŶƌŝŐŚƚƐ͘&ŽƌĞǆĂŵƉůĞ͕ƚŚĞƌĞĂƌĞĚŽĐƵŵĞŶƚĞĚŝŶƐƚĂŶĐĞƐŽĨŚǇĚƌŽĞůĞĐƚƌŝĐĂŶĚďŝŽĨƵĞů
projects that have resulted in human rights violations. There is also a high risk of human
rights violations resulting from the implementation of resettlement programmes for those
who are displaced or at risk of displacement due to climate change.
ŚƩƉƐ͗ͬͬǁǁǁ͘ƵŶĞƉ͘ŽƌŐ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶ:ƵůǇϮϬϮϭͿ

Do you get it?

1. Match the definitions with the corresponding words in the text.
a. necessary and important as a part of a whole (paragraph 1)
b. ƉƌĞƐĞŶƚŽƌŶŽƟĐĞĂďůĞŝŶĞǀĞƌǇƉĂƌƚŽĨĂƚŚŝŶŐŽƌƉůĂĐĞ(paragraph 1)
c. occurring quickly and without warning (paragraph 2)
d. means of support or subsistence ;ĮƌƐƚďƵůůĞƚƉŽŝŶƚͿ
e. ĞǆĂŵƉůĞƐŽĨƐŽŵĞƚŚŝŶŐƚŚĂƚŚĂƉƉĞŶƐŐĞŶĞƌĂůůǇ(third bullet point)
2. Complete the sentences according to the text.

a. We need
in order to be able to enjoy human rights.
b.EĂƚƵƌĂůĞŶǀŝƌŽŶŵĞŶƚĂŶĚŚƵŵĂŶƐŽĐŝĞƟĞƐĂƌĞ
.
c.ůŝŵĂƚĞĐŚĂŶŐĞĂīĞĐƚƐŚƵŵĂŶƐďŽƚŚĚŝƌĞĐƚůǇĂŶĚŝŶĚŝƌĞĐƚůǇĚƵĞƚŽŝƚƐŝŵƉĂĐƚƐŽŶ
they need to live.
d. Instead of being
, we can already see the impacts of climate change on human rights.
e. Some climate change responses, like
, can be detrimental to humans.
3.1tŚŝĐŚŽĨƚŚĞŚƵŵĂŶƌŝŐŚƚƐŵĞŶƟŽŶĞĚŝŶƚŚĞƐĞĐŽŶĚďƵůůĞƚĚŽǇŽƵƚŚŝŶŬŝƐƚŚĞŵŽƐƚ
important? Why?
3.2 And which is the least important? Why?

MODULE 2
WATCHING A New Era for Humanity: video
1. The following words/expressions appear in the video. Can you use them to predict what the
video is about?
ƌĞǀŽůƵƟŽŶĐŝǀŝůŝǌĂƟŽŶŶĞŽŚƵŵĂŶŝƚǇƚĞĐŚŶŽůŽŐǇŶĞǁŵŽĚĞů
1.1 tĂƚĐŚƚŚĞǀŝĚĞŽƚŽĐŚĞĐŬǇŽƵƌƉƌĞĚŝĐƟŽŶƐ͘
• Video – A New Era for

Humanity
Do you get it?
1. Are the sentences true (T), false (F) or not stated (NS)? T F NS
a. KƵƌĐŝǀŝůŝǌĂƟŽŶũƵƐƚŶĞĞĚƐĂŶĞǁƚĞĐŚŶŽůŽŐŝĐĂůƌĞǀŽůƵƟŽŶ͘
b. It is improbable that the future humankind will evolve naturally.
c.dŚĞϮϬϰϱƐŽĐŝĂůŶĞƚǁŽƌŬŚĂƐĞǆƉĂŶĚĞĚďĞǇŽŶĚĞǆƉĞĐƚĂƟŽŶƐ͘
d.&ƌŽŵϮϬϯϬƚŽϮϬϯϱ͕ƐĐŝĞŶƟƐƚƐǁŝůůĮŶĂůůǇƵŶĐŽǀĞƌĂůůƚŚĞƐĞĐƌĞƚƐŽĨŽƵƌďƌĂŝŶƐ͘
e. In 2035, it will be possible to transfer someone’s personality into a storage device.
f. From 2040 onward, bodies made of nanorobots will replace holograms.
g. The aim of humankind will be to conquer the stars.
h. In 2050, a new era will arrive.
2. Discuss the following with a partner.

Then, share your opinions in class.
2.1 ŽǇŽƵƚŚŝŶŬƚŚĞƐĞƉƌĞĚŝĐƟŽŶƐĂƌĞƉƌŽďĂďůĞ͍
Why?/Why not?
2.2 tŽƵůĚǇŽƵůŝŬĞƚŚĞŵƚŽďĞĨƵůĮůůĞĚ͍
Why?/Why not?

MODULE 2
WATCHING Biohackers: trailer
1. Look at the pictures from the series Biohackers. What do they tell you about the series?
1.1 Watch the trailer of the series and check if you were right.
• Video – Biohackers
(trailer)
2. Complete the sentences according to the trailer.

a.^ǇŶƚŚĞƟĐďŝŽůŽŐǇŚĂƐĂůůŽǁĞĚ .
b. ^ǇŶƚŚĞƟĐďŝŽůŽŐǇŐŽĞƐďĞǇŽŶĚŵĞĚŝĐŝŶĞ͘/ƚŝƐ .
c. The glowing mouse is the result of .
d. ĐĐŽƌĚŝŶŐƚŽƌ>ŽƌĞŶǌ͕ƐĐŝĞŶƟƐƚƐĂƌĞƚŚĞŽŶĞƐǁŚŽ .
3. Discuss this statement with your partner and share your ideas in class.
“Scientists are the creators of tomorrow.”
4. Biohackers are already a reality. Watch the video and answer the questions.
4.1 Do you think these procedures should be allowed? Why?/Why not?
4.2 Which, if any, of these enhancements are useful?
• Video – Meet the

Biohackers

MODULE 2
SPEAKING Anthropocene: sharing ideas
Do the following exercises with a partner. Then, share your ideas in class.
1. Find out what the Anthropocene is and what it means to our planet.
2. How does it relate to the quote and the picture below?
“An imbalance in one element leads

to an imbalance in another.”
James Balog

MODULE 2
SPEAKING The story of climate change
Activity Imagine António Guterres, UN Secretary-General, is visiting your school with a UN

committee and your class has been chosen to tell them the story of climate change.
In pairs, prepare a two-minute story to tell them and your classmates.
Remember: a story is a description of a connected series of events.
Follow these steps.

STEP 1 Brainstorm ideas and search for information online.
• ĞĐŝĚĞǁŚŝĐŚƚŽƉŝĐƐǇŽƵǁĂŶƚƚŽŵĞŶƟŽŶʹĐĂƵƐĞƐ͕ĞīĞĐƚƐ͙
• ŚŽŽƐĞĂƉŚŽƚŽ;ŽƌŵŽƌĞͿƚŽŝůůƵƐƚƌĂƚĞƚŚĞƐĞƚŽƉŝĐƐ;ƐĞĞƚŚĞĞǆĂŵƉůĞƐďĞůŽǁͿ͘
• ĚĚĂƟƚůĞƚŽǇŽƵƌƉŚŽƚŽƐ;ƐĞĞƚŚĞĞǆĂŵƉůĞƐďĞůŽǁͿ͘
GREENHOUSE GASES MELTING SEA ICE FLOODS
AMAZON RAINFOREST, NOW MARGINALIZED GROUPS AND

A SOURCE OF CO2 WILDFIRES CLIMATE CHANGE
STEP 2 Prepare your story.
• ŚŽŽƐĞƚŚĞĨŽƌŵĂƚŽĨǇŽƵƌƐƚŽƌǇʹĚŝŐŝƚĂů͕ƉƌŝŶƚŽƌĂĐŽŵďŝŶĂƟŽŶŽĨƚŚĞƚǁŽ͘
• Organize the story into, at least, three parts:
– ŝŶƚƌŽĚƵĐƟŽŶ (welcome your audience and introduce the story);
– development (use the photos to state your points);
– conclusion;ƌĞƐƚĂƚĞƚŚĞŵŽƐƚƌĞůĞǀĂŶƚŝŶĨŽƌŵĂƟŽŶƚŽƐƵŵƵƉƚŚĞŵĂŝŶƉŽŝŶƚ;ƐͿĂŶĚƚŚĂŶŬǇŽƵƌ
audience).
STEP 3 Ask for peer feedback and practise.
• Ask a pair of your classmates to listen to your story and give you feedback.
• Improve your story according to the feedback they give you.
• WƌĂĐƟƐĞƚĞůůŝŶŐǇŽƵƌƐƚŽƌǇĂƐŵĂŶǇƟŵĞƐĂƐǇŽƵŶĞĞĚƚŽĨĞĞůĐŽŶĮĚĞŶƚ͘
STEP 4 Tell your story.

MODULE 2
WRITING Abstract
Activity You are going to learn how to write an abstract.

An abstract is a short summary of a longer work (such as a dissertation or research paper) that
ĐŽŶĐŝƐĞůǇƌĞƉŽƌƚƐƚŚĞĂŝŵƐĂŶĚŽƵƚĐŽŵĞƐŽĨǇŽƵƌƌĞƐĞĂƌĐŚƐŽƚŚĂƚƌĞĂĚĞƌƐŬŶŽǁĞǆĂĐƚůǇǁŚĂƚƚŚĞ
paper is about.
1. Fill in the gaps of the abstract below with the collocations in the box.
climate change funding gap fundraising campaigns online survey

ŽƉƉŽƐŝƚĞĚŝƌĞĐƟŽŶƉŽƚĞŶƟĂůĚŽŶŽƌƐƐŽĐŝĂůĚŝƐƚĂŶĐĞ
An a. ǁĂƐĚŝƐƚƌŝďƵƚĞĚƚŽƉŽƚĞŶƟĂůĚŽŶŽƌƐďĂƐĞĚĂĐƌŽƐƐ
Section 1 the UK in order to test the hypothesis that smaller b.
ůĞĂĚƐƚŽŚŝŐŚĞƌĚŽŶĂƟŽŶŝŶƚĞŶƟŽŶ͘ZĞƐƉŽŶĚĞŶƚƐǁĞƌĞƌĂŶĚŽŵůǇĚŝǀŝĚĞĚ
ůĞĂĚƐƚŽŚŝŐŚĞƌĚŽŶĂƟŽŶŝŶƚĞŶƟŽŶ͘ZĞƐƉŽŶĚĞŶƚƐǁĞƌĞƌĂŶĚŽŵůǇĚŝǀŝĚĞĚ
ŝŶƚŽƚǁŽĐŽŶĚŝƟŽŶƐ;ůĂƌŐĞĂŶĚƐŵĂůůƐŽĐŝĂůĚŝƐƚĂŶĐĞͿĂŶĚĂƐŬĞĚƚŽƌĞƐƉŽŶĚ
to one of two sets of fundraising material. Responses were analysed using
a two-sample t-test.
These results suggest that c. are more likely to respond

ƚŽĐĂŵƉĂŝŐŶƐĚĞƉŝĐƟŶŐǀŝĐƟŵƐƚŚĂƚƚŚĞǇƉĞƌĐĞŝǀĞĂƐƐŽĐŝĂůůǇĚŝƐƚĂŶƚĨƌŽŵ
Section 2
themselves. On this basis, the concept of social distance should be taken into
account when designing environmental d. .
h<ĞŶǀŝƌŽŶŵĞŶƚĂůŽƌŐĂŶŝǌĂƟŽŶƐĐƵƌƌĞŶƚůǇĨĂĐĞĂƐŝŐŶŝĮĐĂŶƚ
e. ͘/ƚŝƐǁĞůůͲĞƐƚĂďůŝƐŚĞĚƚŚĂƚƌĞƉƌĞƐĞŶƚĂƟŽŶƐŽĨ
ŝŶĚŝǀŝĚƵĂůǀŝĐƟŵƐĂƌĞŵŽƌĞĞīĞĐƟǀĞƚŚĂŶĂďƐƚƌĂĐƚĐŽŶĐĞƉƚƐůŝŬĞ
f. when designing fundraising campaigns.
dŚŝƐƐƚƵĚǇĂŝŵƐƚŽĚĞƚĞƌŵŝŶĞŚŽǁƐƵĐŚƌĞƉƌĞƐĞŶƚĂƟŽŶƐĐĂŶďĞďĞƩĞƌ
ƚĂƌŐĞƚĞĚŝŶŽƌĚĞƌƚŽŝŶĐƌĞĂƐĞĚŽŶĂƟŽŶƐ͘^ƉĞĐŝĮĐĂůůǇ͕ŝƚŝŶǀĞƐƟŐĂƚĞƐ Section 3
ǁŚĞƚŚĞƌƚŚĞƉĞƌĐĞŝǀĞĚƐŽĐŝĂůĚŝƐƚĂŶĐĞďĞƚǁĞĞŶǀŝĐƟŵƐĂŶĚƉŽƚĞŶƟĂů
ĚŽŶŽƌƐŚĂƐĂŶŝŵƉĂĐƚŽŶĚŽŶĂƟŽŶŝŶƚĞŶƟŽŶ͘
dŚĞƌĞƐƵůƚƐƐŚŽǁĞĚĂƐŵĂůůĞīĞĐƚŝŶƚŚĞ g.
dŚĞƌĞƐƵůƚƐƐŚŽǁĞĚĂƐŵĂůůĞīĞĐƚŝŶƚŚĞg. than
hypothesized: large social distance was associated with higher
Section 4 ĚŽŶĂƟŽŶŝŶƚĞŶƟŽŶƚŚĂŶƐŵĂůůƐŽĐŝĂůĚŝƐƚĂŶĐĞ͘
ŚƩƉƐ͗ͬͬǁǁǁ͘ƐĐƌŝďďƌ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶ:ƵůǇϮϬϮϭͿ

tƌŝƟŶŐͻDŽĚƵůĞϮ
2. This sentence was taken from one of the sections. Which one?
“ /ŶƚŚŝƐĐŽŶƚĞǆƚ͕ƐŽĐŝĂůĚŝƐƚĂŶĐĞŝƐĚĞĮŶĞĚĂƐƚŚĞĞǆƚĞŶƚƚŽǁŚŝĐŚ
people feel they are in the same social group (in-group) or
ĂŶŽƚŚĞƌƐŽĐŝĂůŐƌŽƵƉ;ŽƵƚͲŐƌŽƵƉͿŝŶƌĞůĂƟŽŶƚŽĐůŝŵĂƚĞĐŚĂŶŐĞ
ǀŝĐƟŵƐ͘
”
3. Match the sections of the abstract to the corresponding topic.
a.^ĞĐƟŽŶϭ • • 1. Methods
b.^ĞĐƟŽŶϮ • • 2. Conclusion
c.^ĞĐƟŽŶϯ • • 3.KďũĞĐƟǀĞƐ
d. ^ĞĐƟŽŶϰ • • 4. Key results
4. Search for other examples of abstracts and identify these four sections.
When the time comes, write your abstract following the tips in the Do it right box.
Do it right
A good abstract is:
▶ brief, but packed with information
Each sentence must be written with maximum impact in mind. To keep your abstract
short, focus on including the essential points, concepts, or findings.
▶ objective and accurate
The purpose of the abstract is to report rather than comment. It should accurately
reflect what your paper is about. Only include information that is also included in the
body of your paper.
https://www.verywellmind.com (adapted; accessed in July 2021)

MODULE 3
VOCABULARY Feelings
1. Look at the pictures and match them with a suitable emotion from the box.
fear happiness sadness anger surprise
a. b. c.
d. e.
2. Emotions can be subtle or very strong. Order the adjectives below from the weakest to the
strongest.
a. ĨĞĂƌĂĚũĞĐƟǀĞƐ
scared witless ƉĞƚƌŝĮĞĚ apprehensive ƚĞƌƌŝĮĞĚ alarmed
b. ŚĂƉƉŝŶĞƐƐĂĚũĞĐƟǀĞƐ
cheerful pleased blissful merry delighted
c. ƐĂĚŶĞƐƐĂĚũĞĐƟǀĞƐ
melancholic miserable downhearted sorrowful upset
d. ĂŶŐĞƌĂĚũĞĐƟǀĞƐ
ĞǆĂƐƉĞƌĂƚĞĚ cross ƌĞƐĞŶƞƵů outraged annoyed
e. ƐƵƌƉƌŝƐĞĂĚũĞĐƟǀĞƐ
puzzled amazed dumbstruck astounded startled

Vocabulary • Module 3
3. Identify which emotion the idioms in bold refer to.

a. His hair stood on end when he saw the mob approaching.
b. When people mistreat immigrants, I just ŇǇŽīƚŚĞŚĂŶĚůĞ.
c. I felt on cloud nineǁŚĞŶƚŚĞǇƌĞĐĞŝǀĞĚƚŚĞƉƌŝǌĞĨŽƌƚŚĞŝƌĂƐƐŽĐŝĂƟŽŶ͘
d. My heart was hammeringĂƚƚŚĞĚĞŵŽŶƐƚƌĂƟŽŶ͘
e. It’s easy to understand why he was feeling down in the dumps. People keep pushing him aside.
f. They were mad as a hornet when they found out their child had been discriminated against.
g. What she went through was so hard that it pierced everyone’s hearts.
h. I was rooted to the spot when I heard what had happened. I couldn’t believe it!
4. Write one sentence for each emotion using a suitable adjective or idiom.
Fear
Happiness
Sadness
Anger
Surprise

MODULE 3
READING Home: poem
1. The poem you are going to read is called Home.

1.1 ZĞĂĚƐŽŵĞŝŶĨŽƌŵĂƟŽŶĂďŽƵƚƚŚĞǁƌŝƚĞƌ Warsan Shire
and predict what it is going to be about. Born in Kenya to
1.2 Read and listen to the poem to check if Somali parents.
1 Poet,
you were right. writer, editor and
teache
err..
Lives in London.
In 2013 –2014,
4 she
was the Young Po
et Laureate for
London. She wro
te “Conversations
About Home (At
a Deportation
Centre)” in 2009
, a piece inspired
by
Home a visit she made
to the abandone
Somali Embassy d
in Rome, which
no one leaves home unless some young refu
home is the mouth of a shark gees had turned
their home. into
you only run for the border
when you see the whole city running as well
your neighbours running faster than you

breath bloody in their throats
the boy you went to school with
who kissed you dizzy behind the old tin factory
is holding a gun bigger than his body
you only leave home
when home won’t let you stay.
no one leaves home unless home chases you

fire under feet
hot blood in your belly
and even then you carried the anthem under
your breath
only tearing up your passport in an airport toilet
sobbing as each mouthful of paper
made it clear that you wouldn’t be going back.
you have to understand,

that no one would put their children in a boat
unless the water is safer than the land
no one burns their palms
under trains
beneath carriages
no one spends days and nights in the gallbladder of a truck
feeding on newspaper unless the miles travelled
means something more than journey.
no one crawls under fences
wants to be beaten
pitied
(…)

I want to go home,
but home is the mouth of a shark
home is the barrel of a gun
and no one would leave home
unless home chased you to the shore
unless home told you
to quicken your legs
leave your clothes behind
crawl through the desert
wade through the oceans
drown
save
be hunger
beg
forget pride
your survival is more important.
no one leaves home until home is a sweaty voice in your ear

saying
leave,
run away from me now
I don’t know what I’ve become
but I know that anywhere
is safer than here.
ŚƩƉƐ͗ͬͬǁǁǁ͘ĨĂĐŝŶŐŚŝƐƚŽƌǇ͘ŽƌŐ;ĂďƌŝĚŐĞĚ͖ĂĐĐĞƐƐĞĚŝŶ:ĂŶƵĂƌǇϮϬϮϮͿ
Do you get it?

1. Answer the questions below.
1.1 Whose is the voice in the poem?
1.2 Why does the poet repeat the verse “no one leaves home” throughout the poem?
1.3 What does “the mouth of a shark” symbolize?
2. In groups, divide the stanzas and prepare to recite the poem. Pay attention to intonation
and pronunciation.
2.1 Recite the poem to your class.
2.2 Which group performed the best?
Tick or cross ! Rate 2 3 4

1
5
Our recitation Our performance gets
was fluid and natural. for articulation.
showed confidence. for confidence.
was powerful and captured the for impact on the audience.
attention of the audience.

MODULE 3
READING dŚĞǁŽƌůĚ͛ƐĐŽŽůĞƐƚŶĂƟŽŶĂůŝƟĞƐ͗ǁŚĞƌĞĚŽǇŽƵƌĂŶŬ͍
1.ŝƐĐƵƐƐƚŚĞƋƵĞƐƚŝŽŶƐďĞůŽǁǁŝƚŚĂƉĂƌƚŶĞƌ͘
1.1tŚĂƚŝƐĂŶĂƟŽŶĂůŝƚǇĂŶĚǁŚĂƚĚĞĮŶĞƐŝƚ͍
1.2ŽǇŽƵƚŚŝŶŬƚŚĞƌĞĂƌĞŶĂƟŽŶĂůĐŚĂƌĂĐƚĞƌŝƐƟĐƐĐŽŵŵŽŶƚŽĞĂĐŚĐŽƵŶƚƌǇ͍
1.3>ŽŽŬĂƚƚŚĞƉŝĐƚƵƌĞƐŽĨŶĂƟŽŶĂůƐƚĞƌĞŽƚǇƉĞƐďĞůŽǁ͘ĂŶǇŽƵŝĚĞŶƟĨǇƚŚĞŶĂƟŽŶĂůŝƟĞƐ͍ŽǇŽƵ
ƚŚŝŶŬƚŚĞƌĞŝƐĂŶǇƚƌƵƚŚŝŶƚŚĞƐĞƐƚĞƌĞŽƚǇƉĞƐ͍
1.4tŚĂƚĚŽǇŽƵƚŚŝŶŬĂďŽƵƚƚŚĞWŽƌƚƵŐƵĞƐĞƐƚĞƌĞŽƚǇƉĞ͍
1.5/ĨǇŽƵŚĂĚƚŽĐŚŽŽƐĞƚŚĞĐŽŽůĞƐƚŶĂƟŽŶĂůŝƟĞƐ͕ǁŚŝĐŚŽŶĞƐǁŽƵůĚƚŚĞǇďĞ͍tŚǇ͍
2. Read the text.
The coolest nationalities
/ƐŝƚƉŽƐƐŝďůĞƚŽĐĂůůĂŶĞŶƚŝƌĞŶĂƚŝŽŶĐŽŽů͍/ƐŝƚĨĂŝƌƚŽƐĂǇŽŶĞŶĂƚŝŽŶŝƐĐŽŽůĞƌƚŚĂŶĂŶŽƚŚĞƌ͍
dŚĞĂŶƐǁĞƌŝƐƵŶĞƋƵŝǀŽĐĂůůǇʹǇĞƐ͘dŽŚĞůƉƐŽƌƚƚŚĞĐŽŽůĨƌŽŵƚŚĞůĞƐƐĨŽƌƚƵŶĂƚĞ͕ǁĞ͛ǀĞĐŽŵƉŝůĞĚ
ƚŚŝƐůŝƐƚŽĨƐŽŵĞŽĨƚŚĞŚŝƉƉĞƐƚƉĞŽƉůĞƐŽŶƚŚĞƉůĂŶĞƚ͘
dƵƌŬƐ
'ŝǀĞŶƚŚĂƚƚŚĞŝƌŚŽŵĞůĂŶĚƐƚƌĂĚĚůĞƐƚǁŽĐŽŶƚŝŶĞŶƚƐ͕ŝƚƐŚŽƵůĚďĞŶŽƐƵƌƉƌŝƐĞƚŚĂƚ
dƵƌŬŝƐŚƉĞŽƉůĞŚĂǀĞĂĨĂŝƌůǇĐŽŽůŽƵƚůŽŽŬŽŶůŝĨĞ͕ĞŵďƌĂĐŝŶŐĂĚŝǀĞƌƐĞƌĂŶŐĞŽĨ
ĐƵůƚƵƌĞƐ͕ĐƵŝƐŝŶĞƐĂŶĚƉůƵŵďŝŶŐƐƚĂŶĚĂƌĚƐ͘
ĂƚŚƌŽŽŵĨŝƚƚŝŶŐƐĂŶĚŵŽƵƐƚĂĐŚĞƐĂƐŝĚĞ͕ƚŚĞdƵƌŬƐĚŝƐƉůĂǇƚŚĞŝƌƌŝĐŚŚĞƌŝƚĂŐĞ
ǁŝƚŚ ĐĂƐƵĂů ƉƌŝĚĞ ʹ ŶŽǁŚĞƌĞ ŵŽƌĞ ƐŽ ƚŚĂŶ ŝŶ ƚŚĞ ƐŚĂďďǇ ďƵƚ ďƌĞĂƚŚƚĂŬŝŶŐůǇ
ďĞĂƵƚŝĨƵůĐŝƚǇŽĨ/ƐƚĂŶďƵů͘
ŚŝŶĞƐĞ
EŽƚƚŚĞŵŽƐƚŽďǀŝŽƵƐĐŚŽŝĐĞ͕ďƵƚǁŝƚŚĂƉŽƉƵůĂƚŝŽŶŽĨŵŽƌĞƚŚĂŶŽŶĞďŝůůŝŽŶ͕
ƐƚĂƚŝƐƚŝĐĂůůǇŚŝŶĂŵƵƐƚŚĂǀĞŝƚƐĨĂŝƌƐŚĂƌĞŽĨĐŽŽůƉĞŽƉůĞ͘ĞƐŝĚĞƐ͕ŝƚ͛ƐƉƌƵĚĞŶƚƚŽ
ŝŶĐůƵĚĞƚŚĞŚŝŶĞƐĞŝŶĂŶǇůŝƐƚůŝŬĞƚŚŝƐďĞĐĂƵƐĞ͕ŝĨǁĞĚŝĚŶ͛ƚ͕ŚŝŶĂ͛ƐƌĞƐŽƵƌĐĞĨƵů
ŚĂĐŬĞƌƐǁŽƵůĚƐŝŵƉůǇĐƌĂĐŬŝŶƚŽƚŚŝƐƐŝƚĞĂŶĚĂĚĚƚŚĞŵƐĞůǀĞƐĂŶǇǁĂǇ͘
^ƉĂŶŝĂƌĚƐ
dŚĞƌĞain’tŶŽƉĂƌƚǇůŝŬĞĂ^ƉĂŶŝƐŚĨŝĞƐƚĂ͘
^ƵŶ͕ƐĞĂ͕ƐĂŶĚ͕ƐŝĞƐƚĂƐĂŶĚƐĂŶŐƌŝĂĂƐŝĚĞ͕^ƉĂŝŶŝƐĐŽŽůʹĂŶĚƐŽĂƌĞƚŚĞ^ƉĂŶŝĂƌĚƐ͕
ǁŚŽĚŽŶ͛ƚĞǀĞŶƐƚĂƌƚƚŚĞƉĂƌƚǇƵŶƚŝůŵŽƐƚŽƚŚĞƌŶĂƚŝŽŶƐŚĂǀĞŐŽŶĞƚŽďĞĚ͘

Jamaicans
There’s more to Jamaicans than reggae, including Rastafarian (the most kick-
back religion ever invented), an accent that’s the envy of the English-speaking
world and the planet’s most distinctive and recognizable hairstyle. Note to
backpackers: dreadlocks only cool on actual Jamaicans.
Brazilians
ƌĞƐƐŝŶŐƵƉůŝŬĞĂŶĞǆŽƚŝĐďŝƌĚŽĨƉĂƌĂĚŝƐĞŝƐǁĂǇĐŽŽůĞƌƚŚĂŶƌĞĂĚŝŶŐƚŚŝƐĂƌƚŝĐůĞ͘
Without Brazilians, we wouldn’t have samba and Rio carnival, and, unless
ƚŚĞǇ͛ƌĞƵƐŝŶŐƚŚĞŝƌůĂŝĚͲďĂĐŬƌĞƉƵƚĂƚŝŽŶĂƐĂĐŽǀĞƌĨŽƌĞǆƚĞƌŵŝŶĂƚŝŶŐĚŽůƉŚŝŶƐ
or invading Poland, then we have no choice but to name Brazilians as the
coolest people on the planet.
ŚƩƉƐ͗ͬͬĞĚŝƟŽŶ͘ĐŶŶ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶ:ĂŶƵĂƌǇϮϬϮϮͿ
Do you get it?

1. Match the nationalities in the text with the reason why they are in the list.
a. Turks • • 1. amazing accent and hairstyle
b. Chinese • • 2. cultural diversity
c. Spaniards • • 3. ĞǆƵďĞƌĂŶĐĞ
d. Jamaicans • • 4. laidbackness
e. Brazilians • • 5.ƉŽƉƵůĂƟŽŶŶƵŵďĞƌƐ
2. Explain what the author means by

a. ͞ĂƚŚƌŽŽŵĮƫŶŐƐĂŶĚŵŽƵƐƚĂĐŚĞƐĂƐŝĚĞ͟;ůŝŶĞϴͿ
b. “Note to backpackers: dreadlocks only cool on actual Jamaicans.” (lines 23-24)
3. Match the words/expressions on the left with an equivalent on the right.

a. straddles (line 5) • • 1. remarkable
b. shabby (line 9) • • 2. is on both sides of
c. fair (line 13) • • 3. old and decaying
d.ĚŝƐƟŶĐƟǀĞ;ůŝŶĞϮϯͿ • • 4. reasonable
4. Choose a different nationality from the ones in the text. Write about 70 words justifying your
choice.

MODULE 3
LISTENING & SPEAKING Minority groups
1. Listen to three teenagers talking about their experiences as parts of minority groups. 2
1.1 ŽŵƉůĞƚĞƚŚĞƚĂďůĞǁŝƚŚƚŚĞŵŝƐƐŝŶŐŝŶĨŽƌŵĂƟŽŶ͘
Age of Favourite thing

Country of ŝĸĐƵůƚǇŝŶ
Name arrival at host Future plans about host
origin host country
country country
Anton a. b. stay in Portugal c. d.
Lídia Portugal e. f. g. h.
Gathii i. 10 j. k. l.
1.2 Which teenager seems to be happiest in their host country?
2. Find a student in your school who is originally from another country (OR, if you
are yourself from another country, you can choose to share your own story).
2.1 Talk to him/her about how he/she feels about living in Portugal.
2.2 Then report what he/she said to your class.

1
5
My report My report gets
was fluid and natural. for articulation.
showed confidence. for confidence.
captured the attention for impact on the audience.
of the audience.
3. How do the majority of respondents feel about living in Portugal? If their experience is not good,
what strategies can you organize to make them feel more comfortable?

MODULE 3
WATCHING & SPEAKING WĞƌƉĞƚƵĂůDŽƟŽŶ: video
1. The video you are going to watch is called Perpetual Motion. • Video – Perpetual
Motion
1.1 What do you think it will be about?
2. Watch the video to confirm your predictions.
3. Answer the questions according to the video.

3.1 What is the only thing in the universe that can be rigid?
3.2 What do our beliefs and truths do to us?
3.3 What is the purpose of life?
4. Discuss these questions with a partner. Then, share your ideas in class.
4.1 ,ŽǁĚŽǇŽƵƚŚŝŶŬŶĚƌĞĂĨĞĞůƐĂďŽƵƚƐƚĞƌĞŽƚǇƉĞƐ͍:ƵƐƟĨǇǇŽƵƌĂŶƐǁĞƌ͘
4.2 Andrea says “We’re all free electrons linked to each other.” What do you think he means?
4.3 What do the dance and the words in the video have in common?
5. How do you feel about the video? Prepare a short presentation and share your reaction to the
video with your class.

1
5
My presentation My presentation gets
addressed the ideas. for content.
used appropriate language. for organization and
kept the audience interested. clarity.
for achieving its purpose.

MODULE 3
READING & WRITING American Born Chinese: graphic novel
1. Read the strips from the graphic novel American Born Chinese, by Gene Luen Yang.
1.1 ZĞĨĞƌƚŽƚǁŽĐƌŝƟĐŝƐŵƐƚŚĞĂƵƚŚŽƌŝŵƉůŝĞƐƵƐŝŶŐƚŚĞƚĞĂĐŚĞƌ͛ƐƐƉĞĞĐŚ͘
1.2 How do you think the boy feels?
Gene Luen Yang, American Born Chinese, New York: First second, 2006
2. How do you think it feels to be one of these people? Choose one of the characters in the video or
the script. Put yourself in that person’s shoes and write a text of 120 words on the topic:
How would you like to be in my shoes?
MODULE 4
VOCABULARY Phrasal verbs and idioms
1. Match the phrasal verbs on the left with the corresponding meanings on the right.
• 1.ďĞĐŽŵĞŝŶƚĞƌĞƐƚĞĚŝŶĂũŽďͬĂĐƟǀŝƚǇ
a. get into something •
• 2. ďĞŐŝŶƚŽĚŽƐŽŵĞƚŚŝŶŐĂƐĂũŽďͬĂĐƟǀŝƚǇ
b. hold on •
• 3. ŚĂǀĞĂŶƵŶƉůĞĂƐĂŶƚĞǆƉĞƌŝĞŶĐĞ
c. run into something •
• 4.ŵĂŬĞǇŽƵƌƐĞůĨĐŽŶƟŶƵĞƚŽĚŽĂũŽďͬĂĐƟǀŝƚǇĂůƚŚŽƵŐŚ
d. start out (as) • ŝƚŝƐĚŝĸĐƵůƚŽƌƵŶƉůĞĂƐĂŶƚ
e. take up something • • 5.ďĞŐŝŶǇŽƵƌǁŽƌŬŝŶŐůŝĨĞŝŶĂƉĂƌƟĐƵůĂƌǁĂǇ
2. Complete the sentences with a phrasal verb from exercise 1. Make any necessary changes.
a. Megan in 1998 as a high school teacher.
b. Yesterday, Tim some trouble with his boss because he arrived late at
work, which his boss hates.
c. Mary (recently)ĂĐƟŶŐ͕ǁŚŝĐŚŝƐƐƵƌƉƌŝƐŝŶŐďĞĐĂƵƐĞƐŚĞĚŝĚŶ͛ƚůŝŬĞŝƚ
before.
d. Today, I ƚŚĞƉŽƐŝƟŽŶŽĨKŽĨƚŚĞĐŽŵƉĂŶǇǁŚĞƌĞ/͛ǀĞǁŽƌŬĞĚĨŽƌƚŚĞ
past ten years.
e. Many young people have to ƵŶƟůƚŚĞǇĮŶĚďĞƩĞƌũŽďƐ͘
3. Replace the expressions in bold with an idiom from the box. Make any necessary changes.
be in someone’s good/bad books get your feet under the table

knuckle under pull your weight put pen to paper
a.ǀĞƌǇŽŶĞŝƐǁĂŝƟŶŐĨŽƌƚŚĞůĂƐƚŶŽǀĞůŽĨƚŚĞƚƌŝůŽŐǇĂŶĚƚŚĞǁƌŝƚĞƌŚĂƐĮŶĂůůǇƐƚĂƌƚĞĚǁƌŝƟŶŐŝƚ.
b./ĨĞůƚƋƵŝƚĞŝŶƐĞĐƵƌĞŝŶƚŚĞŶĞǁũŽďĂƚĮƌƐƚ͕ďƵƚĂŌĞƌƐŝǆŵŽŶƚŚƐ/ĮŶĂůůǇĨĞĞů/͛ǀĞestablished
ŵǇƐĞůĨĮƌŵůǇŝŶŝƚ.
c. Jane’s boss is not pleased with her because she didn’t do the task she had been asked to.
d.dŽŵĮŶĂůůǇaccepted his manager’s power over him and started doing what she told him to do.
e.tŽƌŬŝŶŐǁŝƚŚ:ĂƐŽŶŝƐĂǀĞƌǇƉůĞĂƐĂŶƚĞǆƉĞƌŝĞŶĐĞďĞĐĂƵƐĞŚĞĂůǁĂǇƐworks as much as every

other team member in every task.

MODULE 4
READING School-to-work pathways
1. Analyse the infographic on the next page.

1.1 Complete the table in note form.
dƌĂĚŝƟŽŶĂů ůƚĞƌŶĂƟǀĞ ůƚĞƌŶĂƟǀĞ

Age Career: chef
route route 1 route 2
tŽƌŬĞǆƉĞƌŝĞŶĐĞŝŶ a. b.
a kitchen; worked as
tŽƌŬĞǆƉĞƌŝĞŶĐĞ ĂĐŚĞĨĂƉƉƌĞŶƟĐĞ
14-16
c. Year 12 d.
ĚƵĐĂƟŽŶĂů
ƋƵĂůŝĮĐĂƟŽŶƐͬ
levels
e. f. WĂƌƚͲƟŵĞǁŽƌŬŝŶ
family business;
tŽƌŬĞǆƉĞƌŝĞŶĐĞ volunteer
community music
18-23
teaching and band

g. h.
ĚƵĐĂƟŽŶĂů
qƵĂůŝĮĐĂƟŽŶƐͬ —
levels
i. j. k.
tŽƌŬĞǆƉĞƌŝĞŶĐĞ
24-28
l. m.
ĚƵĐĂƟŽŶĂů
qƵĂůŝĮĐĂƟŽŶƐͬ —
levels
1.2 Compare your answers with a partner’s and come to an agreement if they don’t match.
2. Which route to becoming a chef do you think is the most surprising? Discuss it with a
partner. Then, share your ideas in class.
• Link – School-to-work
pathways

School-to-work pathways to become a chef
Alternative
Alternative
Traditional
route 2
route 1
route

3. With a partner, have a look at the booklet School-to-Work Pathways, choose a job you like and
complete the table in note form.
dƌĂĚŝƟŽŶĂů ůƚĞƌŶĂƟǀĞ ůƚĞƌŶĂƟǀĞ

Age Career:
route route 1 route 2
14-16
ĚƵĐĂƟŽŶĂů
ƋƵĂůŝĮĐĂƟŽŶƐͬ
levels
18-23
ĚƵĐĂƟŽŶĂů
qƵĂůŝĮĐĂƟŽŶƐͬ
levels
24-28
ĚƵĐĂƟŽŶĂů
qƵĂůŝĮĐĂƟŽŶƐͬ
levels
4. In class, discuss the advantages and disadvantages of having various school-to-work pathways
and complete the table.
Advantages Disadvantages
4.1 tŚŝĐŚǁĞƌĞĞĂƐŝĞƌƚŽĮŶĚʹĂĚǀĂŶƚĂŐĞƐŽƌĚŝƐĂĚǀĂŶƚĂŐĞƐ͍tŚǇĚŽǇŽƵƚŚŝŶŬƚŚĂƚŝƐ͍

MODULE 4
READING & WRITING Jobs of the future
1. Read the text about three jobs

of the future and decide which
would be more suitable for
each teen.
I care about the environment
and don’t mind a little bit of dirt.
a.
I am empathetic and like to

analyse every side of a story.
b.
I am very creative and enjoy
discussing ideas with other
people.
c.
Jobs of the future
Robot ethicists will be concerned with the ethical issues that are associated with
artificial intelligence, robots, cyborg technologies and augmented/virtual reality.
Key topics with which robot ethicists engage include robot rights, weaponization of
AI and robot morality.
Robot ethicists will understand logic and how it interacts with human emotions, beliefs
and moral standards. They will listen to and comprehend a variety of different opinions based on
ŵƵůƚŝƉůĞůŽŐŝĐĂůĂŶĚƉŚŝůŽƐŽƉŚŝĐĂůĂƉƉƌŽĂĐŚĞƐ͕ĂŶĚĨĂŝƌůǇĂƐƐĞƐƐƚŚĞŵ͘dŚĞǇǁŝůůŚĂǀĞĞǆĐĞůůĞŶƚ
analytical skills and a contemporary understanding of ethics as applied to digital technologies.
Biofilm plumbers install and maintain coatings of biofilm on the walls of sewerage and
wastewater pipes and liquid composting bins. These biofilms are made of millions of
ĨƌŝĞŶĚůǇďĂĐƚĞƌŝĂƚŚĂƚƚŚĞŶďƌĞĂŬĚŽǁŶĐŽŵƉůĞǆŽƌŐĂŶŝĐŵĂƚƚĞƌ;ǁĂƐƚĞͿŽĨǀĂƌŝŽƵƐ
types.
Using digital bacterial analysis tools, biofilm plumbers diagnose problems with
biofilm and rebalance bacteria if the waste breakdown isn’t working properly. Biofilm
plumbers will be good at working with their hands and at problem-solving. They will be able to
read and interpret schematics and plans.
Off-world habitat designers work with other specialists and scientists to build
habitable buildings on other worlds. Beginning with scientific space stations, but
soon moving into tourism, Mars was the first planet to be off-world colonized, and
several space stations are already in development with other planets and moons.
There is a need to design complete habitats for these off-world environments.
The off-world habitat designer will have ecological and architectural skills and understandings
and be creative in how they meet the challenges and possibilities in off-world locations. They
will also have high-level communication skills as they will be designing alongside others.
ŚƩƉƐ͗ͬͬϭϬϬũŽďƐŽŌŚĞĨƵƚƵƌĞ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶ:ĂŶƵĂƌǇϮϬϮϮͿ

ZĞĂĚŝŶŐΘtƌŝƟŶŐͻDŽĚƵůĞϰ
Do you get it?

1. What do these words refer to in the text?
a. it (line 5)
b. their (line 15)
c. they (line 23)
d. others (line 24)
2. Find nouns in the text that match the definitions.

a.ƚŚĞƉƌŽĐĞƐƐŽĨĂĚĂƉƟŶŐƐŽŵĞƚŚŝŶŐĨŽƌŝŶũƵƌŝŶŐ͕ĚĞĨĞĂƟŶŐŽƌĚĞƐƚƌŽǇŝŶŐ
b. the process of decomposing
c. ƚŚĞƉƌŽĐĞƐƐŽĨĐƌĞĂƟŶŐŽƌŵĂŬŝŶŐŵŽƌĞĂĚǀĂŶĐĞĚ
3. List the skills mentioned in the text that you think you already have.
4. Explain why the author uses the past simple in the sentence “Mars was the first planet to be
off-world colonized” (line 19).
5. Which of these jobs do you think is the most useful?
6. Take the quiz What will future look like for you? and find out your job(s) of the future. Then,
discuss the following questions in class.
6.1 Have you ever thought of doing this job? Why?/Why not?
6.2 How many of your classmates had the same results?
7. Write a text about your future dream job to be posted in your class blog.
Write a minimum of 160 words.
WƌŽǀŝĚĞƚŚƌĞĞĐůĞĂƌƌĞĂƐŽŶƐ͕ǁŝƚŚĐŽƌƌĞƐƉŽŶĚŝŶŐĞǆĂŵƉůĞƐ͕ƚŽƐƵƉƉŽƌƚǇŽƵƌĐŚŽŝĐĞ͘
• Link – Quiz: What will future

work look like for you?

MODULE 4
LISTENING & WRITING Work: song
1. Listen to the song Work by Pop Evil and complete the lyrics with the missing words. 3
Work by Pop Evil
Am I ever gonna break free?

Will I ever see what it’s worth?
’Cause you tell me to be a.
When all I do, all I do is b.
I’ve been running round since the crack of c.
I’ve been making rounds, I’ve been pounding
It’s been ninety days since I’ve seen a friend
Since I’ve had some time to allow this
I remember the days with d. on my own
But now there’s barely meat on the bone
Nothing’s left, but leave me e.
All the people I see are just on my phone
I can feel it coming, I’ve been feeling it for days
I’m out here in the f. , while you’re hiding in the g.
You follow me around like a h. full of rage
Am I ever gonna break free?
Will I ever see what it’s worth?
’Cause you tell me to be i.
When all I do, all I do is j.
All I do is k.
2. Discuss the following questions with a partner. Then, share your ideas in class.
2.1 “Am I ever gonna break free?” What does the author want to break free from?
2.2 “It’s been ninety days since I’ve seen a friend.” How would you feel if it were you?
2.3 What does the author mean by the following lines?
a. “But now there’s barely meat on the bone”
b. “All the people I see are just on my phone”
3. Would working less make people happier?

In pairs, write an opinion text (a minimum of 160 words) for the school newsletter on the topic.
ZĞŵĞŵďĞƌƚŽƉƌŽǀŝĚĞƚŚƌĞĞĐůĞĂƌƌĞĂƐŽŶƐ͕ǁŝƚŚĐŽƌƌĞƐƉŽŶĚŝŶŐĞǆĂŵƉůĞƐ͕ƚŽƐƵƉƉŽƌƚǇŽƵƌŽƉŝŶŝŽŶ͘

MODULE 4
WATCHING & SPEAKING The future world of work
1. The world of work will change dramatically in the next few decades. The research project 100
Jobs of the Future aims to look at the future of work in an increasingly technologically-driven
society.
1.1 tĂƚĐŚƚŚĞǀŝĚĞŽƚŽĮŶĚŽƵƚŵŽƌĞĂďŽƵƚƚŚĞƉƌŽũĞĐƚ͘
• Video – 100 Jobs of

the Future
2. Discuss the questions below with a partner. Then, share your ideas in class.
2.1 W
ƌŽĨĞƐƐŽƌZƵƐƐĞůdǇůĞƌŵĞŶƟŽŶƐƚǁŽƌĞĂƐŽŶƐǁŚǇƚŚĞǁŽƌůĚŽĨǁŽƌŬŝƐŐŽŝŶŐƚŽĐŚĂŶŐĞ͘tŚŝĐŚ
do you think is more obvious? Why?
2.2
ŽǇŽƵĂŐƌĞĞƚŚĂƚŶŽƚŽŶůǇ^dD;ƐĐŝĞŶĐĞ͕ƚĞĐŚŶŽůŽŐǇ͕ĞŶŐŝŶĞĞƌŝŶŐĂŶĚŵĂƚŚĞŵĂƟĐƐͿƐŬŝůůƐďƵƚ
ĂůƐŽĂƌƟƐƟĐĂŶĚĐƌĞĂƟǀĞĐĂƉĂďŝůŝƟĞƐǁŝůůďĞŝŵƉŽƌƚĂŶƚŝŶƚŚĞĨƵƚƵƌĞǁŽƌůĚŽĨǁŽƌŬ͍tŚǇ͍ͬtŚǇ
not?
2.3 t
ŚŝĐŚŽĨƚŚĞĨƵƚƵƌĞũŽďƐŵĞŶƟŽŶĞĚŝŶƚŚĞǀŝĚĞŽĚŽǇŽƵƚŚŝŶŬŝƐŵŽƌĞŝŶƚĞƌĞƐƟŶŐʹŶŽƐƚĂůŐŝƐƚ
or cyborg psychologist? Why?
3. In groups, discuss how you think technology will shape the future world of work. Give examples
to support your ideas.

MODULE 4
WATCHING One small step
1. Discuss the following questions with a partner. Then, share your ideas in class.
1.1 tŚĞŶEĞŝůƌŵƐƚƌŽŶŐĮƌƐƚƐĞƚĨŽŽƚŽŶƚŚĞŵŽŽŶ͕ŚĞƐĂŝĚ͗͞KŶĞƐŵĂůůƐƚĞƉĨŽƌ
ĂŵĂŶ͕ŽŶĞŐŝĂŶƚůĞĂƉĨŽƌŵĂŶŬŝŶĚ͘͟ŽǇŽƵĂŐƌĞĞǁŝƚŚŚŝŵ͍tŚǇ͍ͬtŚǇŶŽƚ͍
1.2 ,ĂǀĞǇŽƵĞǀĞƌĚƌĞĂŵĞĚŽĨďĞĐŽŵŝŶŐĂŶĂƐƚƌŽŶĂƵƚ͍/ĨƐŽ͕ǁŚǇ͍
/ĨŶŽƚ͕ǁŚĂƚŝƐǇŽƵƌĚƌĞĂŵũŽď͍
2. Watch NASA’s restored footage of Neil Armstrong’s first steps on

the lunar surface in July 1969 and say:
a.ǁŚĂƚǇŽƵǁŽƵůĚŚĂǀĞƐĂŝĚŝĨŝƚǁĞƌĞǇŽƵ͘
b.ǁŚǇǇŽƵƚŚŝŶŬŵĂŶǇƉĞŽƉůĞƐƟůůďĞůŝĞǀĞƚŚŝƐǁĂƐĂŚŽĂǆ͘
c. ŚŽǁŝŵƉŽƌƚĂŶƚŝƚŝƐƚŽĞǆƉůŽƌĞƚŚĞŵŽŽŶĂŶĚǁŚǇ͘
• Video – One Small Step,
One Giant Leap
3. The animated short film One Small Step tells the story of Luna, a young Chinese-American
woman who has dreamt of being an astronaut all her life. Watch it and choose the correct option
to answer the questions.
3.1 tŚǇǁĂƐ>ƵŶĂƐŽŚĂƉƉǇĂďŽƵƚŚĞƌďŝƌƚŚĚĂǇƉƌĞƐĞŶƚ͍
a. dŚĞďŽŽƚƐǁĞƌĞŝŶĂƌŝďďŽŶĞĚŐŝŌďŽǆ͘
b. dŚĞďŽŽƚƐǁĞƌĞƐŝŵŝůĂƌƚŽĂƐƚƌŽŶĂƵƚƐ͛ďŽŽƚƐ͘
c. dŚĞďŽŽƚƐĮƩĞĚŚĞƌƐŽǁĞůůƚŚĂƚƐŚĞĐŽƵůĚƌƵŶ͘
3.2 tŚǇǁĂƐ>ƵŶĂƐŽƵƉƐĞƚǁŚĞŶƐŚĞĂƌƌŝǀĞĚŚŽŵĞĂŌĞƌƐĐŚŽŽů͍
a. ^ŚĞĨĂŝůĞĚĂƚĞƐƚĂŶĚƚƵŵďůĞĚƚŽƚŚĞŐƌŽƵŶĚĚƵƌŝŶŐ
ĂƌĂĐĞ͘ • Video – One Small Step
b. ^ŚĞĚŝĚŶ͛ƚůŝŬĞƚŚĞĨŽŽĚŚĞƌĨĂƚŚĞƌŚĂĚŵĂĚĞĨŽƌĚŝŶŶĞƌ͘
c. ,ĞƌĨĂƚŚĞƌĚŝĚŶ͛ƚǁĂŝƚĨŽƌŚĞƌĂŶĚǁĂƐĂůƌĞĂĚǇŚĂǀŝŶŐĚŝŶŶĞƌ͘
3.3 tŚĂƚŚĂƉƉĞŶĞĚǁŚĞŶ>ƵŶĂĚĞĐŝĚĞĚƚŽĂƉƉůǇĨŽƌE^ĨŽƌƚŚĞĮƌƐƚƟŵĞ͍
a. ^ŚĞƐƚƵĚŝĞĚŚĂƌĚĂŶĚŚĞƌĂƉƉůŝĐĂƟŽŶǁĂƐĂĐĐĞƉƚĞĚ͘
b. ^ŚĞĚŝĚŶ͛ƚƐƚƵĚǇŚĂƌĚ͕ďƵƚŚĞƌĂƉƉůŝĐĂƟŽŶǁĂƐĂĐĐĞƉƚĞĚ͘
c. ^ŚĞƐƚƵĚŝĞĚŚĂƌĚ͕ďƵƚŚĞƌĂƉƉůŝĐĂƟŽŶǁĂƐŶ͛ƚĂĐĐĞƉƚĞĚ͘
3.4 tŚĂƚŝƐƚŚĞŵĂŝŶŵĞƐƐĂŐĞŽĨƚŚĞĮůŵ͍
a. EĞǀĞƌŐŝǀĞƵƉŽŶǇŽƵƌĚƌĞĂŵƐ͘
b. ĞŝŶŐĂŶĂƐƚƌŽŶĂƵƚŝƐĂĚƌĞĂŵ͘
c. ůůĚƌĞĂŵƐĂƌĞŚĂƌĚƚŽŐĞƚ͘

ANSWER KEY
MODULE 1 Do you get it?

Vocabulary – Consumerism 1. a. grab b. packed c. artificial
2. a. NS b. F c. T d. NS
1. Across: 1. consumer 2. salesperson 3. budget 3. Possible answers: 3.1 No, we don’t. They are too
4. sale 5. spend complicated and most of the time we don’t really
Down: 6. goods 7. purchase 8. bargain 9. marketing understand them. 3.2 That can be important because
10. afford they give us information about the products and
2. a. marketing b. goods c. sale; spend d. afford
sometimes that information is not in agreement with
e. salesperson f. consumer; purchase g. bargain;
what the slogan says.
budget
LOL Possible answers: 1. He probably found out the
3. Personal answer
product had such unhealthy ingredients that eating
the package sounded healthier. 2. We think it might.
Vocabulary – Problems related to consumerism We don’t usually read food labels, or, when we read
1. a.ĞǆƉůŽŝƚĂƚŝŽŶͬƐůĂǀĞƌǇb. waste disposal c. negative
them, we don’t really understand them. Maybe it’s
body image d. overconsumption
important to read food labels more carefully.
2. Personal answer
Vocabulary – Quiz: Are you a wise consumer? Watching – Fair trade: institutional video
Personal answers 1. Possible answer: Yes, we have. Fair trade is trade
that respects workers and allows for a fair payment of
Reading – Confessions of a Shopaholic their labour.
2. a. improve the working and living conditions of
1. Personal answer
Do you get it?
families in developing countries b. the minimum price
1. a. roughly b. tot up c. dotty d. humongous c. a fair trade premium d. having a stable income
2. a.ŵŝǆƵƉĂƚƚŚĞďĂŶŬ b. my humongous bill e. coffee, bananas, ice cream, rice, cocoa, sugar,
3. Possible answers: 3.1 Yes, I don’t pay much herbs, honey, dried fruit and nuts, fruit juices, tea,
attention to money./No, money is very hard to earn. wine, flowers, cotton and sports balls f. The power is
3.2 I would check with the credit card company. in your hands
Reading – Minimalism and shopping Watching – Baroness Von Sketch Show

1. Possible answer: Shopping with intention is buying 1. Possible answers: 1.1 Yes. I once ordered a
only what you really want. beautiful sweater online and, when I got it, the
Do you get it? material was really bad and the colour was quite
1. Possible answers: a. The act of buying special different from what I wanted. 1.2 Not really. People
things for yourself in order to feel better when you know they can complain, but I don’t think they know
are unhappy. b. Sometimes, but not regularly. the legal procedures and the consumer support they
c.ĞĐŽŵĞƐŽĞǆĐŝƚĞĚĂďŽƵƚƐŽŵĞƚŚŝŶŐƚŚĂƚǇŽƵ can have. 1.3 I think that, depending on the problem,
do not control what you say or do. d. To carefully we can complain, ask for a replacement, a repair, a
consider the possible results of doing something. refund or compensation. We can also take legal action
2. Possible answers: a. Stick to a list b. Not buy if the company doesn’t offer us a solution.
unnecessary/unwanted products c. Set a budget 2. Possible answers: a. The woman seems to be
d. Not to overspend e. Take a friend f. Help control rehearsing something. She’s carrying a bag and seems
what you buy to be talking about it. b. She seems angry about
3. Possible answer: To emphasize the message she something. She keeps moving her arms and points
wants to convey. her finger as if she were accusing or threatening
4. Reason #1: they loved it; someone.
Reason #2: they wanted it; 3.1 a. T b. T c. F d. T e. F 3.2 b
Reason #3: they had to have it.
Watching – Food labelling: sketch video
Reading & Watching – Consumer rights: Q&A 1.1 b
1. a. Barry b. James c. Barry d. James e. Edilson 2. Possible answers: 2.1 If customers feel confused,
2. The information the consumer got was not they may buy more easily. 2.2 He means they are not
accurate, so the good he received was not what he really saying anything false, but they play with facts or
ŚĂĚĞǆƉĞĐƚĞĚ͘ may present a variation of the truth.
3. Possible answers: 3.1 No, we don’t. We think
Reading – What you see is what you get... or consumers want advertisers to be honest. No one
maybe not enjoys being deceived and spending money on
1. a. Multigrain b. No added sugar c. Low fat useless things. 3.2 Yes. Sometimes it’s really difficult

Answer key
to choose a product because there is too much Speaking – Analysing a graph

choice. Besides, labels can be suspicious and we don’t 2. Possible answers: 2.1 We can conclude that,
really know if we can really trust them. overall, the western world spends much more money
ŽŶůƵǆƵƌǇĂŶĚƉĞƚƉƌŽĚƵĐƚƐƚŚĂŶŽŶƚƌǇŝŶŐƚŽĂĚĚƌĞƐƐ
Watching – Jessi Arrington’s TED talk world problems. 2.2 We think so. As consumers we
1.1 Possible answer: She must spend quite a lot of can always check the origin of our products and make
money on clothes. informed choices. We can also try to consume in a
2. Possible answer: No, I wasn’t. She says that she more balanced way, and we can always contribute to
buys second-hand clothes and that they are cheap. social causes.
2.1 Because she has to look for the specific types of
clothes she likes. Speaking – Debate on fair trade
3. a. F b. F c. NS d. T e. T f. NS Possible arguments:
4.1 Possible answer: Minimalism, because she Farmer:
doesn’t keep what she buys. • It is not fair that companies get all the profit from
LOL 1. She doesn’t buy new clothes, but she also your hard work.
doesn’t wear her clothes until they wear out. 2. The ͻ zŽƵŚĂǀĞƚŽďĞĂƌƚŚĞĞǆƉĞŶƐĞƐŽĨŐƌŽǁŝŶŐĂŶĚ
penguin must buy a lot of new clothes. harvesting the beans.
• You have to sustain losses from bad weather
Watching – Broken: trailer conditions and natural plagues.
1.1 b, c, e 1.2 a. a fast buck b. pass the buck to c. gone • You have no governmental support.
through the roof • You need to cater for your family and make sure
2. Possible answers: a. We think it is true that people your children go to school.
want the latest trends for the lowest possible price • Supermarket owners should do their share by
and they don’t even think about why the price is so promoting fair trade products.
low. b. The fact that harmful substances have been • Consumers should realize that paying what is fair
found in counterfeit products is evidence that we is a matter of respect for those who work hard.
should be more aware of where the products we buy Manager:
come from and how they are produced. ͻ WƌŽĐĞƐƐŝŶŐƚŚĞƉƌŽĚƵĐƚŝƐŵƵĐŚŵŽƌĞĞǆƉĞŶƐŝǀĞ
3. Possible answers: 3.1 The question implies that than growing it.
the price is not really only what we pay for the • The company needs to provide for their workers
product. It is also connected to the consequences and their families too.
of our purchase. These consequences are not • Chocolate produced in modern factories is of
only environmental, but also social and health higher quality than fair trade chocolate.
consequences. 3.2 It is a lack of responsibility to just • Fair trade cooperatives do not succeed in helping
say we “are against” while you are promoting your workers who work for bigger farmers.
product on social media or movies. If the company • Cooperatives do not manage the money fairly.
was truly against the use of the product by minors, Supermarket owner:
they should try to enforce that. 3.3 I agree with the • People don’t care about fair trade; they just want
statement even though I think reversing the trend of cheaper products.
overconsumption is not easy. However, humankind • Companies make huge profits while you have a
is ingenious, and, if we set our minds on changing very small margin for profit.
things, I’m sure we will. We just have to be aware the • You need cheaper chocolate in order to sell more.
clock is ticking. • Companies need to support smaller, family
businesses.
Watching & Writing – Broken: summary Consumer:
1. a. easy money b. fast furniture c. counterfeits • There is no information available on fair trade; it
d. plastic e. responsible/accountable f. a price tag may even be a scheme.
2. Possible answer: The trailer is from the series ͻ dŚĞƉƌŽĚƵĐƚƐǇŽƵĨŝŶĚĂƌĞƌĞĂůůǇƚŽŽĞǆƉĞŶƐŝǀĞ͘
Broken, which is about the consumer society and • The quality doesn’t seem any different.
the importance people give to making easy money
without thinking about consequences. Either by
producing fast furniture, counterfeits or plastic, the
trailer shows there is no concern for consumers or for MODULE 2
the environment. The trailer also shows the industry
wants consumers to be the only ones responsible for
Vocabulary – Environment: collocations, idioms
and proverbs
solving the problems. According to the trailer, a low
price always comes with a heavy price tag. 1.1 Possible answer: It is everyone’s duty to protect
the aquatic environment. The natural environment

Answer key
is being destroyed at an alarming rate. Industrial 2. Possible answers: 2.1 Yes, we do, because
activities are affecting the coastal environment. technology will make them possible. 2.2 Not
2.1 b. rising sea levels/floods c. waste d. air pollution ƌĞĂůůǇ͕ďĞĐĂƵƐĞƚŚĞǇĐĂŶŚĂǀĞŵĂŶǇƵŶĞǆƉĞĐƚĞĚ
e.ďŝŽĚŝǀĞƌƐŝƚǇůŽƐƐͬĂŶŝŵĂůĞǆƚŝŶĐƚŝŽŶͬĞŶĚĂŶŐĞƌĞĚ consequences for us, humans.
species/overfishing f. drought/water pollution
g. water pollution h. melting sea ice 2.2 b. A rising Watching – Biohackers: trailer
tide lifts all boats – a strong economy benefits 1. Possible answer: The series seems to be about
businesses and individuals at all levels. ƐĐŝĞŶƚŝĨŝĐĞǆƉĞƌŝŵĞŶƚƐƚŚĂƚŵĂǇďĞĚĂŶŐĞƌŽƵƐĂŶĚ
c. One man’s trash is another man’s treasure – what that may be connected to genetic engineering.
one person may consider worthless could be highly 2. Possible answers: a. human beings to become
prized or valued by someone else. d. When it rains, creators b. the future of mankind c. a genetic
it pours – when something good or bad happens, ĞŶŐŝŶĞĞƌŝŶŐĞǆƉĞƌŝŵĞŶƚǁŝƚŚĂĨůƵŽƌĞƐĐĞŶƚƉƌŽƚĞŝŶ
similarly good or bad things tend to follow. e. There gene d. have the responsibility for creating the world
are plenty more fish in the sea – there are many of the future
ŽƚŚĞƌĞǆĐĞůůĞŶƚŽƌŵŽƌĞƐƵŝƚĂďůĞƉĞŽƉůĞ͕ƚŚŝŶŐƐ͕ 3. Possible answer: If we consider the latest scientific
opportunities or possibilities in the world that one breakthroughs, we have to agree with the statement
may find. f. Save/Keep money for a rainy day – save/ that scientists are the creators of tomorrow.
keep money for a time when it might be needed Nowadays, science can change the makeup of living
ƵŶĞǆƉĞĐƚĞĚůǇ͘g. You can lead a horse to water, but things, which means it can alter living beings and
you can’t make him drink – you can give someone an transform the world.
advantage or provide them with an opportunity, but 4. Possible answers: 4.1 I don’t think so. Changing
you can’t force them to do something if they don’t our bodies like this, sometimes with no supervision,
want to. h. Be/Skate/Walk on thin ice – be engaged should not be allowed. The consequences may be
in some activity or behaviour that is very risky, terrible and irreversible. 4.2 Some may be useful.
dangerous or likely to cause a lot of trouble. &ŽƌĞǆĂŵƉůĞ͕ǁĞǁŝůůŶŽƚŶĞĞĚŽƵƌĐĂƌŬĞǇƐĂŐĂŝŶ͘
(https://idioms.thefreedictionary.com; https://dictionary.
cambridge.org; accessed in August 2021) Speaking – Anthropocene: sharing ideas
LOL 1. people’s ignorance and denial of climate 1. Possible answer: It is an unofficial unit of geologic
change 2. people’s complete disregard for the time, used to describe the most recent period in
dramatic effects climate change has on life on Earth. Earth’s history when human activity started to have
a significant impact on the planet’s climate and
Reading – Climate change and human rights ecosystems.
1. Possible answer: Humans cannot fully enjoy (https://www.nationalgeographic.org; accessed in August 2021)
ƚŚĞŝƌƌŝŐŚƚƐǁŚĞŶƚŚĞǇĂƌĞĂĨĨĞĐƚĞĚďǇ͕ĨŽƌĞǆĂŵƉůĞ͕ 2. Possible answer: The quote says the elements
ĞǆƚƌĞŵĞǁĞĂƚŚĞƌĞǀĞŶƚƐ͕ƐƵĐŚĂƐĚƌŽƵŐŚƚƐŽƌĨůŽŽĚƐ͘ are interconnected as imbalanced elements cause
Do you get it? chain reactions in others. The pictures show how the
1. a. integral b. pervasive c. sudden-onset human element has unevenly impacted the others,
d. livelihoods e. instances triggering those chain reactions.
2. Possible answers: a. a clean, healthy and functional
environment b. being largely and pervasively Speaking – The story of climate change
threatened by climate change c. the ecosystems, Possible answer:
natural resources and physical infrastructure Good morning and welcome, Mr Guterres and class.
d. merely an abstract, future possibility I’m going to tell you the story of climate change –
e. hydroelectric and biofuel projects and the some of its causes and consequences.
implementation of resettlement programmes It all began in the 19th century, when human activity
3. Possible answers: 3.1 Apart from the right to life, started influencing the climate due to the emission
for obvious reasons, the right to clean water and food of greenhouse gases into the atmosphere. Carbon
because, without these, no one can survive. 3.2 The ĚŝŽǆŝĚĞ͕ĨŽƌĞǆĂŵƉůĞ͕ĐŽŶƚŝŶƵĞƐƚŽƌŝƐĞĞǀĞƌǇŵŽŶƚŚ͕
right to an adequate standard of living because all the which leads to a rapid increase of the Earth’s
others are necessary to human survival and this isn’t. temperature, and there are many consequences of
this process.
Watching – A New Era for Humankind: video The first I’d like to tell you about is melting sea ice,
1. Possible answer: The video is about important which contributes to rising sea levels and further
social changes that will happen in the future due to global warming because it fails to keep the whole
technology. Earth cool.
Do you get it? EĞǆƚ͕ǁĞŚĂǀĞĨůŽŽĚƐ͕ǁŚŝĐŚĂƌĞĂƌĞƐƵůƚŽĨďŽƚŚƌŝƐŝŶŐ
1. a. F b. T c. NS d. NS e. T f. F g. F h. T ƐĞĂůĞǀĞůƐĂŶĚĞǆƚƌĞŵĞǁĞĂƚŚĞƌĞǀĞŶƚƐ͘

Answer key
Then, we have the Amazon rainforest, which is now bathrooms and moustaches when considering their
ĞŵŝƚƚŝŶŐĂŐƌĞĂƚĞƌĂŵŽƵŶƚŽĨĐĂƌďŽŶĚŝŽǆŝĚĞƚŚĂŶ “coolness”. b. He means that, apart from Jamaicans,
it is absorbing, and this is the result of large-scale when people wear dreadlocks, they don’t really look
deforestation and climate change. cool.
Moreover, forests are also affected by wildfires, which 3. a. 2 b. 3 c. 4 d. 1
further contribute to deforestation and the warming 4. Personal answer
of our planet.
Last, but not least, in the face of climate change, the Listening & Speaking – Minority groups
poor don’t have money to adapt to the changes in 1.1 a. Romania b. 12 c. studying and working
lifestyle and living conditions. conditions d. the language e. 8 f. stay in the UK and go
All in all, it began almost two centuries ago, but to university g. diversity of cultural activities h. missed
climate change affects life around the globe more her family i. Kenya j. travelling the world k. amazing
and more every day. diversity l. feeling different 1.2 Lídia
Thank you for listening. 2./3. Personal answers
Writing – Abstract Watching & Speaking – Perpetual Motion: video

1. a. online survey b. social distance c. potential 1. Personal answer
donors d. fundraising campaigns e. funding gap 3. Possible answers: 3.1KƵƌĨŝǆĞĚŝĚĞĂƐ͘3.2 They
f. climate change g. opposite direction stop us from moving on. 3.3 To keep moving,
2. Section 3. ĞǆƉůŽƌŝŶŐĂŶĚƐĞĂƌĐŚŝŶŐ͘
3. a. 3 b. 1 c. 4 d. 2 4. Possible answers: 4.1 I would say he thinks they
ĂƌĞŶŽƚũƵƐƚŝĨŝĂďůĞďĞĐĂƵƐĞƐƚĞƌĞŽƚǇƉĞƐĂƌĞĨŝǆĞĚĂŶĚ
preconceived ideas we have, without knowing the
MODULE 3 people or realities they refer to. 4.2 I think he means
that, just like electrons, we move in a vacuum, but we
Vocabulary – Feelings are all connected and part of a bigger thing. 4.3 They
1. a. anger b. fear c. happiness d. sadness e. surprise both emphasize the importance of movement and of
2. a. 4, 5, 1, 3, 2 b. 2, 1, 5, 3, 4 c. 4, 5, 2, 3, 1 change.
d. 3, 2, 4, 5, 1 e. 2, 3, 5, 4, 1 5. Personal answer
3. a. fear b. anger c. happiness d. fear e. sadness
f. anger g. sadness h. surprise Reading & Writing – American Born Chinese:
4. Personal answer graphic novel
1. Possible answers: 1.1 People think just because
Reading – Home: poem a person is Asian, they have just arrived from China.
1.1 Possible answer: It may be about refugees Another criticism is that people have pre-conceived
because the information refers to a “deportation ideas about other cultures and assume they give up
centre” and we know the writer’s parents are from their heritage when they are migrants. 1.2 I think he
Somalia, a country with a long tradition of war. may feel embarrassed. He probably feels he doesn’t
Do you get it? fit in.
1.1 The voices of the migrant running from war. 2. Personal answer
1.2 To emphasize the fact that people don’t leave
their home unless it is really necessary. Sometimes
people in Europe refer to refuges as if they leave MODULE 4
because they want to and as if the crisis they are
running away from is not true. The poet wants to Vocabulary – Phrasal verbs and idioms
highlight the fact that this is not so. 1.3 It symbolizes 1. a. 1 b. 4 c. 3 d. 5 e. 2
death. 2. a. started out b. ran into c. has recently got into
d. am taking up e. hold on
Reading – The world’s coolest nationalities: where 3. a. put pen to paper b. got my feet under the table
do you rank? c. Jane is in her boss’s bad books d. knuckled under
1.1/1.2 Personal answers 1.3 French, German, to his manager e. pulls his weight
Portuguese, American, English, Australian
1.4/1.5 Personal answers Reading – School-to-work pathways
Do you get it? 1.1/1.2 a. Part-time work at a clothes shop b. Heavily
1. a. 2 b. 5 c. 3 d. 1 e. 4 involved in music; spent school holidays helping
2. a. He means that we need to disregard Turkish in family accounting business c. Year 10 d. Year 12

Answer key
e. Continued work in the same kitchen; targeted Listening & Writing – Work: song
employment in specific restaurants to specialize 1. a. happy b. work c. dawn d. time e. alone f. sun
in Asian cuisine f. Decorated and made cakes for g. shade h. monster i. happy j. work k. work
fun; part-time work decorating and making cakes 2.1. Possible answer: The author wants to break free
g. Bachelor of Visual Arts h. Bachelor of Business from the chains of work. 2.2 Personal answer.
(Accounting and Finance); began Chartered 2.3 Possible answers: a. The author is working so
Accountant programme i. Sous chef; head chef hard that there’s no time left to do anything else but
j. Full-time work in a French patisserie decorating work. b. The author doesn’t have free time to meet
cakes; promoted to assistant pastry chef k. Owner/ people face to face.
Operator of a food truck l. Certificates III and IV 3. Personal answer.
in Patisserie m. Deferred Chartered Accountant
programme; Certificate III in Asian Cookery Watching & Speaking – The future world of
2. Possible answer: Alternative route number 2 work
because of the interest in music.
3. Personal answers. 2. Possible answers: 2.1 Losing jobs to machines
4. Possible answers: Advantages: Question and because it is already happening. 2.2 Yes, I do, because
ĞǆƉůŽƌĞŽƉƚŝŽŶƐ͖ƌĞƐĞĂƌĐŚĂůůƚŚĞƉŽƐƐŝďŝůŝƚŝĞƐ͘ they complement each other. 2.3 Cyborg psychologist
Disadvantages: The more options we have, the because I think cyborgs will find it hard to accept their
more difficult it is to make a decision; having to bodies as one.
do so much research makes career planning more 3. Personal answer.
ĐŽŵƉůĞǆƚŚĂŶǁŚĂƚŝƚĂůƌĞĂĚǇŝƐ͘4.1 Possible answer:
Advantages because there are more advantages than Watching – One small step
disadvantages. 1. Possible answers: 1.1 Definitely yes. Setting foot on
the moon meant many years of effort had paid off. It
Reading & Writing – Jobs of the future ǁĂƐƚŚĞĐůŝŵĂǆŽĨŽŶĞŽĨƚŚĞŵŽƐƚŝŵƉŽƌƚĂŶƚƐĐŝĞŶƚŝĨŝĐ
1. a. Biofilm plumber b. Robot ethicist c. Offworld breakthroughs of humankind. 1.2 No, I haven’t.
habitat designer My dream job is becoming a marine biologist.
Do you get it?
2. Possible answers: a. We made it! b. Because
1. a. logic b. biofilm plumbers c. ecological and many people don’t believe what they see on the TV.
architectural skills and understandings d. off-world They have to see for themselves. In this particular
habitat designers case, many people believed that the USA lacked the
2. a. weaponization b. breakdown c. development technical capability to go to the moon (or at least to
3. Personal answer. the moon and back). c. It is very important because
4. The author wants to give us the idea that this is we may need to relocate if the Earth ever becomes
ĂƚĞǆƚǁƌŝƚƚĞŶŝŶƚŚĞĨƵƚƵƌĞ͘ uninhabitable.
5. Possible answer: Biofilm plumbers because there 3. 3.1 b 3.2 a 3.3 c 3.4 a
will a serious waste problem in the future.
6./7. Personal answers.

Notes
INGLÊS
Inclusion
Inclusion
Contents
I. Worksheets
Grammar A. Below B. Beyond

Reflexive and reciprocal pronouns ....................................... 102 103
Collective nouns ................................................................... 104 105
Past perfect simple and past perfect continuous ................. 106 107
Complex prepositions .......................................................... * *
Comparative structures ........................................................ * *
Adverbs ................................................................................ * *
Future: be likely to/be about to ............................................ * *
The passive: causative have or get ....................................... * *
If-clauses with modal verbs and unless ................................ * *
Correlative conjunctions ...................................................... * *
Partitives .............................................................................. * *
Adjectives followed by prepositions ..................................... * *
Vocabulary
Consumer rights and complaints .......................................... * *
Phrasal verbs to talk about the environment ....................... * *
Sustainability words and collocations .................................. * *
The language of bioethics .................................................... * *
Volunteering and social activism in a multicultural society .. * *
Collocations with activist and volunteer ............................... * *
Work idioms and collocations .............................................. * *
Job interview vocabulary ..................................................... * *
II. Booklet Step by step

Contents .............................................................................. 108
Demo pages ......................................................................... 110
* Nota:
As fichas de trabalho Inclusion e o booklet
Step by Step são apresentados numa versão
demo para poderem ser analisados e serão
disponibilizados na íntegra aos professores
adotantes do projeto, no início do ano letivo,
para garantir a exclusividade no acesso aos
materiais.
Com a colaboração de Isabel Filipe

GRAMMAR ZĞŇĞǆŝǀĞĂŶĚƌĞĐŝƉƌŽĐĂůƉƌŽŶŽƵŶƐ A
1. Choose the option that makes a correct sentence.

DEMO
a. Influencers share stories about themselves / ourselves and promote products they use each VERS
ION
day.
b. Steve introduced myself / himself to the other influencer’s followers.
c. As an influencer, Sheila prides himself / herself on her ability to judge people’s characters.
d. We need some help; we can’t manage the media platform ourselves / yourselves.
e. Sometimes I can’t say exactly what I mean. I wish I could express myself / itself better.
f. If somebody attacks you, you need to be able to defend himself / yourself.
g. The tech influencer showed that a more efficient machine would pay for itself / himself within a
year.
2. Match the two parts of the sentences.
• 1. in touch with one another.
a. Tom and I have known • • 2. get along well with one another.
b. ,ŽǁĞǀĞƌ͕ŝƚ͛ƐďĞĞŶĂůŽŶŐƟŵĞ • • 3. talking to each other about their

problems.
c. KůĚƐĐŚŽŽůĨƌŝĞŶĚƐŽŌĞŶƚƌǇƚŽŬĞĞƉ •
• 4. each other for more than ten
d. They are a really close family; they can always •
years.
e. Students in your class •
• 5. helping one another out in tough
f. The couple sat in the corner during the party, • ƟŵĞƐ͘
g. It’s amazing to see all the members of the group • • 6. since we talked to each other.
• 7. rely on one another.
3. Correct the underlined pronoun where necessary.
a. In Britain friends b. “Are you talking to c. The two defendants d.͞ dŚĞŶĞǁƐŽŌǁĂƌĞ
ŽŌĞŶŐŝǀĞone me?” blamed one another seems to run by
another presents at “No, I’m talking to for the crime they himself.”
Christmas. yourself.” were charged with. ͞ZĞĂůůǇ͍tĞ͛ƌĞƐƟůů
teaching ourselves
how to use it.”

GRAMMAR ZĞŇĞǆŝǀĞĂŶĚƌĞĐŝƉƌŽĐĂůƉƌŽŶŽƵŶƐ B
1. ŽŵƉůĞƚĞǁŝƚŚƚŚĞĐŽƌƌĞĐƚƌĞĨůĞǆŝǀĞƉƌŽŶŽƵŶ͘
DEM
a. Influencers share stories about and promote products they use each day. VERS O
IO N
b. Steve introduced to the other influencer’s followers.
c. As an influencer, Sheila prides on her ability to judge people’s characters.
d. We need some help; we can’t manage the media platform .
e. Sometimes I can’t say exactly what I mean. I wish I could express better.
f. If somebody attacks you, you need to be able to defend .
g. The tech influencer showed that a more efficient machine would pay for
within a year.
2. Rewrite the sentences using a reciprocal pronoun.
a. Tom has known me and I have known him for more than ten years.
b. However, it’s been a long time since I talked to him or he talked to me.
c. Old school friends often try to keep in touch with other old school friends.
d. They are a really close family; everyone can always rely on everyone.
e. The couple sat in the corner during the party; he and she were talking about their problems.
f. It’s amazing to see each member of the group helping all the other members out in tough times.
3. Complete each sentence with three to five words, including the word given.
a. “Where did Sally buy b.͞ŌĞƌůŽƐŝŶŐƚŚĞ c. “Do you want me to d. “Have you met
that sweater?” match, everyone in call the doctor for Jordan lately?”
“She didn’t buy it. the team felt sad.” you?” “No, but we
She “Yeah, they “No,
.” .” .” a Christmas
(herself) (one another) (myself) message.”
(each other)
GRAMMAR ŽůůĞĐƟǀĞŶŽƵŶƐ A
1. Choose the correct option and match the captions with the pictures.
DEMO
VERS
a. A ŐĂŶŐͬƚƌŽƵƉĞͬŇŽĐŬ of thieves. 1 2 ION
b. A ŐĂŶŐͬŚŝǀĞͬŇŝŐŚƚ of bees.
3 4
c. A ƉĂĐŬͬŇŽĐŬͬŚĞƌĚŽĨĐĂƩůĞ͘
d. A bouquet / bunch / band of grapes
2. Match the collective nouns on the left to the corresponding words on the right.
a. a pack of • • 1. biologists
b. ĂůŝƩĞƌŽĨ • • 2. dishes
c. a team of • • 3. kings
d. ĂĐŽůůĞĐƟŽŶŽĨ • • 4.ŬŝƩĞŶƐ
e. a pile of • • 5. cards
f. a dynasty of • • 6. coins
3. Underline two collective nouns in each picture.
Victims of family violence form choir Massachusetts State Police Investigating

to bring a message of hope to others CS NEWS
CHANNEL
Body in Pittsfield Forest
NEWS
CHANNEL 13
4.hƐĞƚŚĞĐŽůůĞĐƚŝǀĞŶŽƵŶƐŝŶƚŚĞďŽǆƚŽĐŽŵƉůĞƚĞƚŚĞƐĞŶƚĞŶĐĞƐ͘
row crew jury mob board shoal
a. The found the defendant not guilty of any crime.

b. The shark described a circle around the of brightly coloured fish.
c. On the left side of the road we can see a of beautiful stone cottages.
d. Dua Lipa arrived at the airport to find a of very enthusiastic fans waiting for her.
e. An Azorean film is making a documentary about whale watching.
f. Mr Holmes joined the bank’s executive of directors in 2021.

GRAMMAR ŽůůĞĐƟǀĞŶŽƵŶƐ B
1. Complete the captions and match them to the pictures.

DEMO
VERS
a. A gang of 1 2 ION
b. A hive of
c. A herd of 3 4
d. A bunch of
2.hƐĞƚŚĞĐůƵĞƐŝŶƚŚĞďŽǆƚŽĨŝŶĚƚŚĞĐŽůůĞĐƚŝǀĞŶŽƵŶƚŚĂƚŵĂƚĐŚĞƐƚŚĞǁŽƌĚƐŐŝǀĞŶ͘
a. A of biologists d. A ŽĨŬŝƩĞŶƐ
b. A of dishes e. A of cards
c. A of kings f. A of coins
a. a number of people who do something together as a group

b. a number of objects positioned one on top of another
c. a series of rulers or leaders who are all from the same family
d. a group of animals that are born at the same time and have the same mother
e. a small cardboard or paper container and the items contained within it
f. a group of objects of one type that have been gathered by one person
3. Underline the collective nouns in the pictures and write their definitions.
Victims of family violence form choir Massachusetts State Police Investigating

to bring a message of hope to others CS NEWS
CHANNEL
Body in Pittsfield Forest
NEWS
CHANNEL 13
4. Fill in the gaps with a suitable collective noun.

a. The found the defendant not guilty of any crime.
b. The shark described a circle around the of brightly coloured fish.
c. On the left side of the road we can see a of beautiful stone cottages.
d. Dua Lipa arrived at the airport to find a of very enthusiastic fans waiting for her.
e. An Azorean film is making a documentary about whale watching.
f. Mr Holmes joined the bank’s executive of directors in 2021.

GRAMMAR WĂƐƚƉĞƌĨĞĐƚƐŝŵƉůĞĂŶĚƉĂƐƚƉĞƌĨĞĐƚĐŽŶƟŶƵŽƵƐ A
1. Choose the correct option.

DEMO
1.1 I ĂĚǀŝĐĞĨƌŽŵĂŚĞůƉůŝŶĞďĞĨŽƌĞ/ĮůĞĚƚŚĞĐŽŵƉůĂŝŶƚ͘ VERS
ION
a. had sought b. sought
1.2 ƚƚŚĞƟŵĞ/ŐŽƚƚŚĞĂĚǀŝĐĞ͕/ the store yet.
a. ŚĂĚŶ͛ƚďĞĞŶĐŽŶƚĂĐƟŶŐ b. hadn’t contacted
1.3 I was informed that they a new item to replace the damaged one.
a. sent b. had sent
1.4 Before this incident my sister me about the company costumer service.
a. had warned b. had been warning
1.5 How many complaints John when the problem was solved?
a. had… handled b. has… handled
2. Match the beginning of each sentence to its corresponding ending.
• 1. her mother had prepared for her.

a.tŚĞŶŚĞŐŽƚŚŽŵĞ͕ŚĞŶŽƟĐĞĚƚŚĂƚ •
• 2. since we had been looking forward
b. ,ĞǁĂƐǀĞƌǇƟƌĞĚ •
to it.
c. ŵŝůǇŚĂĚďĞĞŶĞĂƟŶŐĐŚŽĐŽůĂƚĞƐĂůůĂŌĞƌŶŽŽŶ͕ •
• 3. though I’d never agreed with her
d. She really enjoyed the chicken soup • decisions.
e. I was sorry when I heard about Maria’s problems, • • 4. because he’d been working all day.
f. We were disappointed when we had to cancel • 5.ŚĞ͛ĚůĞŌŚŝƐŵŽďŝůĞĂƚƚŚĞŽĸĐĞ͘
our visit to New York •
• 6. so she felt sick.
3. Complete the sentences with the past perfect simple or continuous of the verbs in brackets.
a. I was sad when I sold my car because I b. My mother (work)

(have) it for a very for the company for twenty years
long time. before she retired.
c. When he had the accident, it d. Jerry was upset to hear that he

(rain) all day. (not get) his
driving license.
e. you f. Brenda and Joe

(already / put ;ŶŽƚĞǆƉĞĐƚͿ their daughter so they
out) the fire before the firefighters were very surprised to see her.
arrived?

GRAMMAR WĂƐƚƉĞƌĨĞĐƚƐŝŵƉůĞĂŶĚƉĂƐƚƉĞƌĨĞĐƚĐŽŶƟŶƵŽƵƐ B
1. Complete the sentences with the correct past perfect form of the verbs: send, seek, handle,
not contact, warn. DEMO
VERS
ION
a. I ĂĚǀŝĐĞĨƌŽŵĂŚĞůƉůŝŶĞďĞĨŽƌĞ/ĮůĞĚƚŚĞĐŽŵƉůĂŝŶƚ͘
b.ǇƚŚĞƟŵĞ/ŐŽƚƚŚĞĂĚǀŝĐĞ͕/ the store yet.
c. I was informed that they a new item to replace the damaged one.
d. Before this incident my sister me about the company costumer service.
e. How many complaints John when the problem was solved?
2. Complete the sentences with the past perfect simple or continuous of the verbs in brackets.
a.tŚĞŶŚĞŐŽƚŚŽŵĞ͕ŚĞŶŽƟĐĞĚƚŚĂƚŚĞ (leave)ŚŝƐŵŽďŝůĞĂƚƚŚĞŽĸĐĞ͘
b.,ĞǁĂƐǀĞƌǇƟƌĞĚďĞĐĂƵƐĞŚĞ (work) all day.
c. Emily (eat)ĐŚŽĐŽůĂƚĞƐĂůůĂŌĞƌŶŽŽŶ͕ƐŽƐŚĞĨĞůƚƐŝĐŬ͘
d. She really enjoyed the chicken soup her mother (prepare for) her.
e. I was sorry when I heard about Maria’s problems, though I (never / agree)
with her decisions.
f. We were disappointed when we had to cancel our visit to New York since we
(look forward to) it.
3. Complete the sentences using a suitable verb in the past perfect simple or continuous.
a. I was sad when I sold my car because I b. My mother for the

it for a very long company for twenty years before she
time. retired.
c. When he had the accident, it d. Jerry was worried to hear that he

all day. (not) his driving
license.
e. you already f. Brenda and Joe

the fire before (not) their daughter so they were
the firefighters arrived? very surprised to see her.
4. &ŝŶĚĂŶĞǆƉůĂŶĂƚŝŽŶĨŽƌƚŚĞĨŽůůŽǁŝŶŐƐŝƚƵĂƚŝŽŶƐ͘hƐĞƚŚĞƐƵŐŐĞƐƚĞĚǀĞƌďƚĞŶƐĞƐ͘
(past perfect (past perfect /

continuous) just)
a. Grace was exhausted this morning. b. The Powells were so excited.

1. It's a tech world!
Contents
DEMO
VERS
ION
MODULE 1 SHOP FOR YOUR LIFE

Reading Blog post p. 4
Writing Guidelines p. 6
Listening Podcast p. 7
Reading Personal account p. 8
Reading Interview p. 10
Writing Formal email of complaint p. 12
Reading into Speaking Agreeing or disagreeing with ideas p. 13
Reading Website article p. 14
Writing Comment p. 16
MODULE 2 A PLANET FOR ALL

Vocabulary Environmental problems p. 17
Reading News item p. 18
Reading into Speaking Presenting data p. 20
Writing News item p. 21
Reading Newspaper article p. 22
Reading Magazine article p. 24
Listening into Speaking Persuading p. 26
Reading Film synopsis p. 28
Writing Science fiction “very-short” story p. 29
Reading Opinion poll p. 30
2
MODULE 2 The technological world
DEMO
VERS
ION
MODULE 3 TAKING A STAND FOR DIVERSITY

Reading Opinion article p. 32
Watching Trailer p. 34
Writing Magazine article p. 35
Reading Film review p. 36
Speaking Photo story p. 38
Writing Opinion text p. 39
Reading Personal accounts p. 40
Writing Hypothetical text p. 42
Speaking Multicultural presentation p. 43
Reading Personal account p. 44
Writing Volunteer recruitment advertisement p. 46
Speaking Podcast episode p. 47
MODULE 4 WORKING OUR WAY UP
Reading Informative text p. 48
Watching Keynote speech video p. 50
Speaking Oral presentation p. 51
Writing CV p. 54
Reading Article p. 55
Speaking Business pitch p. 56
Writing Cover letter p. 58
Writing LinkedIn profile p. 62
Speaking Pre-recorded video job interview p. 63
3
1. The language of the arts
MODULE 1
SHOP FOR YOUR LIFE
DEMO
VERS
ION
Reading Blog post
1. Read the text and complete the title with the missing word.
Home About us Blog Key questions Events Connect
What should know about us?

We, Gen Z-ers, value things in brands that we also value in our daily lives.
Smart brands should, therefore, take the following tips into account1!
1 W
We want you to show that you care about the world.
We don’t want to be sold to: we want to see that the brands we like
5 support 2 good in the world. We believe companies must act to help social and
environmental issues and we will do research to see if a company is being
honest when it takes a stand on issues. We do want to know the brands we
buy support the causes we care about, and, if they don’t, we have no problem
spending our money elsewhere.
10 We support businesses that show authenticity and relatability3 .

2 W
When it comes to our consumer beliefs4, authenticity and relatability are key.
We are on the hunt for the TRUTH and we want to understand, trust and feel
connected to the ads we see or the person behind the cash register.
3 W
We use social media to research before we buy.
https://www.ncr.com (adapted; accessed in August 2021)
15 Social media platforms influence our buying habits, but we tend to move
through multiple touchpoints 5 before making a purchase: doing online, social
media and in-store research to compare quality and prices. Some call it being
picky6; we call it being INFORMED. Despite the fact that we have grown up on
Help with words digital, that’s not our only way to shop. We also like visiting physical shops and
1
take something into 20 we love to interact with brands in person!
account: levar em
consideração
2
support: apoiar We want to encourage financial wellness7.
4 W
3
relatability: ligação
(emocional) We are financially proactive. We monitor our spending habits through apps
4
beliefs: crenças
5
touchpoints: pontos
and don’t use credit cards, unlike previous generations. We use our own
de contacto money, linking our account to a debit card. When making a purchase
6
picky: exigente 25 decision, we are more likely to consult online ratings 8 – and then discuss it
7
wellness: bem-estar
8
ratings: avaliações with peers – rather than going through a sales rep. Because of this, financial
institutions can better engage with us by adopting more digital solutions.
4
MODULE 1 Shop for your life
Do you get it?

DEMO
1. What do the following expressions mean in the text? VERS
ION
a. be sold to (line 4) • • 1. expresses its opinion about
b. takes a stand on (line 7) • • 2. be persuaded that products are good
c. on the hunt for (line 12) • • 3. searching for
2. Complete the sentences about the text.

a. Supporting meaningful causes is the way for companies .
(section 1)
b. Only after of products do teens buy something.

(section 3)
c. Gen Z-ers are financially healthier because they .

(section 4)
3. Identify the author’s purpose in using these devices. Tick the correct option.
a. To emphasize the message. b. To persuade the readers.
• The verbs in bold in “companies must act” (line 5) and “We do want” (line 7).
• Capital letters in “TRUTH” (line 12) and “INFORMED” (line 18).
• Exclamation marks in “Smart brands should... take the following tips into
account!” (line 2) and “we love to interact with brands in person!” (line 20).
4. Discuss the following with a partner. Then, share your ideas in

For me, it’s tip no.
class.
because .
4.1 Which of the four tips in the text do you think is most important to
companies? Why?
4.2 What might make you buy a product? Complete the table with the reasons
on the right. Reason 1
Buying this product
Not-so-good answers Good answers
will show the world I
• Buying this product will make me • Buying this product will show the care about working
more like the person I saw in the ad. world I care about the environment. conditions.
• a. • b. Reason 2
Buying this product
will impress
B someone.
A
Look at the SEEING THE MA
E ILMAN
memes and THE FACE YOU MAK Yes, I relate to A/B /
say if you A and B because…
relate to No, I don’t relate to any
any of them of them because…
and why.
AUGHT AFTER SHOPPIN
WHEN YOU GETONCLI NE G ONLINE
SHOPPING 5
Notes
INGLÊS
Assessment
Assessment
Contents
I. Testes .................................................................................................. 115
Test writing checklist ............................................................................ 116
Test item types and formats................................................................. 117
Módulo 1 • Teste 1 ................ 118 Módulo 3 • Teste 1 ............... 154

Matriz .................................... 118 Matriz .................................... 154
Teste ...................................... 119 Teste ..................................... 155
Critérios de classificação ........ 124 Critérios de classificação ........ 160
Grelha de classificação ........... 127 Grelha de classificação ........... 163
Módulo 1 • Teste 2 ................ 128 Módulo 3 • Teste 2 ................ 164

Matriz .................................... 128 Matriz .................................... 164
Teste ..................................... 129 Teste ...................................... 165

Matriz .................................... 136 Matriz .................................... 174
Teste ...................................... 137 Teste ...................................... 175

Matriz .................................... 145 Matriz .................................... 184
Teste ...................................... 146 Teste ...................................... 185
II. Guiões de interação e produção orais ...................................... 195
Guião Módulo 1: O jovem e o consumo.............................................. 196

Instruções ............................................................................................ 196
Documentos de apoio .......................................................................... 197
Guião Módulo 2: O mundo à nossa volta............................................ 203

Instruções ............................................................................................ 203
Guião Módulo 3: Um mundo de muitas culturas ................................ 210

Instruções ............................................................................................ 210
Guião Módulo 4: O mundo do trabalho .............................................. 217

Instruções ............................................................................................ 217
Documentos de apoio ......................................................................... 218
Critérios de classificação da interação e produção orais .................... 224
Grelha de classificação ........................................................................ 225

I. Testes
Testes
TEST WRITING CHECKLIST
Situation Yes? No?
Is the test according to what was taught?
Is the test testing what is supposed to be tested?
Are the instructions clear and concise?
Is the language in the instructions at the students’ average linguistic level?
Is the test testing students’ linguistic ability rather than imagination?

Does the test focus on linguistic ability rather than skills or content knowledge
of other academic areas?
Does the test focus on linguistic ability rather than general knowledge of the
world?
Is there enough context provided to choose or give the correct answer?
Can the questions be answered with information from the input text?
Is there only one possible answer for a question?
Is there always a correct answer for a question?

Is the test free of typing errors or typos that interfere with understanding and
possibly students’ performance?
Are marks correctly allocated?
Is the sum of marks correct?
Will the test be easy and fast to mark?
Based on: Harris & McCann (1998). Assessment. Oxford: Macmillan Heinemann

Testes
TEST ITEM TYPES AND FORMATS

dĞƐƚŝƚĞŵƐĐĂŶďĞŽĨƚǁŽĚŝīĞƌĞŶƚtypes: selected response and constructed response.
/ŶƐĞůĞĐƚĞĚƌĞƐƉŽŶƐĞŝƚĞŵƐ͕ƚŚĞƐƚƵĚĞŶƚĐŚŽŽƐĞƐƚŚĞĐŽƌƌĞĐƚĂŶƐǁĞƌĂŵŽŶŐĂƐĞƚŽĨŽƉƟŽŶƐŐŝǀĞŶ͕
ŵĂƚĐŚĞƐĞůĞŵĞŶƚƐŽƌƉĂƌƚƐŽĨƐĞŶƚĞŶĐĞƐŽƌĮůůƐŐĂƉƐŝŶĂƚĞǆƚĂůƐŽĐŚŽŽƐŝŶŐĨƌŽŵŐŝǀĞŶŽƉƟŽŶƐ͕ďƵƚ
doesn’t “construct” the answer.
Constructed response items, on the other hand, require the student to write an answer.
ŽƚŚƚǇƉĞƐŽĨŝƚĞŵƐĐĂŶŚĂǀĞĚŝīĞƌĞŶƚformats, as shown in the scheme below.
Selected Constructed
response response
'ĂƉĮůůŝŶŐ
DƵůƟƉůĞ
;ǁŝƚŚŽƵƚŽƉƟŽŶƐͿͬ
choice
Open cloze
Short
Matching
response
'ĂƉĮůůŝŶŐͬůŽǌĞ Restricted
;ǁŝƚŚŽƉƟŽŶƐͿ response
Extended
response
Selected response formats

DƵůƟƉůĞĐŚŽŝĐĞ͗ƚŚĞĐŽƌƌĞĐƚĂŶƐǁĞƌŵƵƐƚďĞĐŚŽƐĞŶĨƌŽŵĂƐĞƚŽĨŽƉƟŽŶƐŐŝǀĞŶ͘dŚĞŝŶĐŽƌƌĞĐƚŽƉƟŽŶƐ
ĂƌĞĐĂůůĞĚĚŝƐƚƌĂĐƚŽƌƐ͘dŚĞĚŝƐƚƌĂĐƚŽƌƐŵƵƐƚďĞǁƌŽŶŐďƵƚƉůĂƵƐŝďůĞ͕ŽƌƚŚĞŝƚĞŵŚĂƐůŝƩůĞǀĂůŝĚŝƚǇ͘
Matching: students must match elements from two or more columns. There must be distractors here
also, which means that there must be more elements at least in one column.
'ĂƉĮůůŝŶŐͬůŽǌĞ͗ students must complete a text choosing the correct words from a given set.
Constructed response formats

'ĂƉ ĮůůŝŶŐ ͬ KƉĞŶ ĐůŽǌĞ͗ students must complete a text by using their own words, without given
ŽƉƟŽŶƐ͘
Short response: the answer consists only of a word or an expression.
Restricted response: the answer is restricted to a limited number of aspects or topics; widely used in
ƌĞĂĚŝŶŐĐŽŵƉƌĞŚĞŶƐŝŽŶŝƚĞŵƐŽƌƚŚĞǁƌŝƟŶŐŽĨĞŵĂŝůƐ͕ƚĞǆƚŵĞƐƐĂŐĞƐŽƌŶŽƚĞƐ͘
Extended response: ĂŶ ĞƐƐĂǇ Žƌ ĞǆƚĞŶĚĞĚ ǁƌŝƟŶŐ ŽĨ Ă ĐĞƌƚĂŝŶ ƚĞǆƚ ƚǇƉĞ͕ ǁŚŝĐŚ ĐĂŶ ďĞ ĨŽĐƵƐĞĚ͕ ĨŽƌ
ĞǆĂŵƉůĞ͕ŽŶĐƌĞĂƟŽŶ͕ĂƌŐƵŵĞŶƚĂƟŽŶŽƌĐƌŝƟĐĂůĂŶĂůǇƐŝƐ͘

TESTE DE AVALIAÇÃO DE INGLÊS
11.o ano • Módulo 1 • Teste 1
MATRIZ
ƐƚƌĂƚĠŐŝĂƐͬ
Processos
ZĞĐŽŶŚĞĐĞƌͬ ŽŵƉƌĞĞŶĚĞƌͬ /ŶƚĞƌƉƌĞƚĂƌͬ Total de
ĐŽŐŶŝƟǀŽƐ Criar
/ĚĞŶƟĮĐĂƌ Aplicar Analisar ŝƚĞŶƐͬƉŽŶƚŽƐ
Componentes
1 item 2 itens ϯŝƚĞŶƐͬ

A. Compreensão do oral (30 pontos) (10 pontos) 40 pontos
1 item 4 itens 2 itens 7 itens

B. Leitura (10 pontos) (40 pontos) (10 pontos) 60 pontos
4 itens ϰŝƚĞŶƐͬ
C. Uso da língua (40 pontos) 40 pontos
1 item ϭŝƚĞŵͬ
D. Produção escrita (60 pontos) 60 pontos
ϭŝƚĞŵͬ ϵŝƚĞŶƐͬ ϰŝƚĞŶƐͬ ϭŝƚĞŵͬ ϭϱŝƚĞŶƐͬ

dŽƚĂůĚĞŝƚĞŶƐͬƉŽŶƚŽƐ 10 pontos 110 pontos 20 pontos 60 pontos 200 pontos

ENGLISH TEST
Module 1 • Test 1
Name: Year: Class: Number: Mark:
Part A – Listening
You are going to listen to three teenagers talking about the impact of advertising on their 4
lives. You are going to listen twice. Read all the items first.
1. Match the names on the left with the ideas they express on the right. [30 pontos]
• 1. Advertising has a helpful, informative function.

• 2. The strategies used by advertisers are not ethical.
a. Sabine • • 3. Celebrities can inspire young people.
b. Vincent • • 4. I like it when I’m not forced to see all kind of advertisements.
c. Sandra • • 5. Advertising has a negative impact on self-esteem.
• 6. I think advertising is all about making money.
• 7. The importance of celebrities is hard to understand.
2. Choose the correct option (A, B or C) to complete the sentences according to what Sabine,
Vincent and Sandra say. [2 × 5 pontos]
2.1 The three teenagers agree that the

(A) impact of advertising can be positive.
(B) power of advertising is inevitable.
(C) presence of advertising is unavoidable.
2.2 Both Sabine and Sandra

(A) dislike advertising.
(B) enjoy how celebrities look.
(C) think advertisers are deceitful.

Module 1 • Test
Unit 11
Part B – Reading
You are going to read an article about advertising.
In advertising, there’s a big difference between pushing the truth and making false claims.
Many companies have been caught using wild claims like “scientifically proven” and with
“guaranteed results”. For companies that cross the line, this can fairly cost millions and lead
to a damaged reputation. Some companies have already had difficult experiences first-hand.
5 Strangely enough, some don’t seem to have learnt from it.
Red Bull said it could “give you wings”.
Energy drinks company Red Bull was

sued for its tagline “Red Bull gives you
wings”. The company settled the class
10 action case by agreeing to pay out a
maximum of $13 million – including $10
to every US consumer who had bought
the drink since 2002.
The tagline, which the company has
15 used for nearly two decades, went alongside
marketing claims that the caffeinated drink could improve a consumer’s concentration and
reaction speed. Beganin Caraethers was one of several consumers who brought the case
against the Austrian drinks company. He said he was a regular consumer of Red Bull for ten
years, but that he had not developed “wings”, or shown any signs of improved intellectual
20 abilities. As foolish as it might seem, he was right.
L'Oréal claimed its skincare products were “clinically proven” to “boost genes”.
Cosmetics company L’Oréal was forced

to admit that their skincare products were
not “clinically proven” to “boost genes”
25 and give “visibly younger skin in just
seven days,” as stated in its advertising.
In the settlement, L’Oréal USA was
banned from making claims about anti-
aging, without “competent and reliable
30 scientific proof substantiating such claims”.
Though L’Oréal escaped a fine at the time, each future violation of this agreement will cost the
company up to $16,000.

Module
Module 11 •• Unit
Test 1
Classmates.com was accused of tricking users into paying to respond to friends

who weren’t actually on the site.
35 Millions of people lit up when Classmates.com

sent them an email saying old friends were
trying to contact them, promising to rekindle old
friendships and flames if subscribers upgraded to
a “Gold” membership.
40 However, with the upgrade, the expected
reunion never came. It turns out the social
networking site used the ploy to get users to
give up extra dollars. As a result, it was sued for
“deceptive” emails.
45 Classmates.com eventually agreed to pay out a $9.5 million settlement – $3 for every
subscriber who fell for the dirty trick – to resolve the case, according to the Business Journal.
However, the website did not learn from its mistakes and some years later it was given
another $11 million in fines, according to Consumer Affairs.
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ďƵƐŝŶĞƐƐŝŶƐŝĚĞƌ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶEŽǀĞŵďĞƌϮϬϮϭͿ
1. Choose the correct option (A, B, C or D) to answer the questions about the text. [2 × 5 = 10 pontos]
1.1 What is the main purpose of this text?

(A) To inform the public about advertising scandals.
(B) To inform about deceiving advertising strategies.
(C) To criticize advertising companies.
(D) To criticize consumers who sue companies.
1.2 What is the author’s position towards the punishment of companies?

(A) He thinks it’s a wild measure.
(B) He believes it’s difficult to achieve.
(C) He agrees with it.
(D) He finds it strange.
2. Match the ideas on the left with the paragraph they refer to on the right.
You don’t need to use all the paragraphs. [5 pontos]
• paragraph 2
a. EĞĞĚĨŽƌŐƌŽƵŶĚĞĚĞǀŝĚĞŶĐĞ ͻ • paragraph 3
b. A misleading slogan • • paragraph 4
c. Paid compensations • • paragraph 5
• paragraph 6

Module 1 • Test
Unit 11
3. Complete the sentences according to the text. [3 × 5 = 15 pontos]
a. In advertising, exaggerating the quality of the products and actually lying

.
b. L’Oréal can no longer .
c. Classmates.com was sued as .
4. Find evidence in the text that shows that [2 × 5 = 10 pontos]
a. Sometimes firms are given a second chance.

b. Some firms seem to find it difficult to learn a lesson.
5. Match the words on the left with the idea they refer to in the text. [2 × 5 = 10 pontos]
• 1. complaining about Red Bull

a. it (line 43) • • 2. developing wings or becoming more intelligent
• 3. the tagline
• 1. the reunion
b. it (line 47) • • 2. the site
• 3. the ploy
6. Find synonyms for the words below in paragraphs 4 and 5. [2 × 5 = 10 pontos]
a. stimulate
b. agreement
Part C – Use of language

1. Rewrite the sentences below using the underlined words and a possessive structure.
Make the necessary changes. [4 × 3 pontos]
a. The advertisements the students did were really funny.
b. Sometimes advertising affects the ways teenagers see themselves.
c. Advertising should focus on the qualities of the product.
d. The major concern of the advertising industry is profit.

Module
Module 11 •• Unit
Test 1
2. Complete the text with the missing reflexive pronouns. [3 × 3 pontos]
Most advertisers don’t see a. as responsible for the consequences of

the ads they produce. Society doesn’t worry much about it and seems to expect the problem
will work b. out. We need to find ways of protecting c.
from its influence.
3. Complete the sentences with a suitable collective noun. [3 × 3 pontos]
a. There is a debate today about advertising strategies with a of experts.

b. Some advertisements are just a of lies.
c. A of marketers usually come up with more creative ideas than when they
work solo.
4. Complete the sentences with the verbs in brackets in the past perfect simple or continuous.
[5 × 2 pontos]
a. I tried not to be influenced by advertising many times, but, until recently, I

(not find) the right strategy.
b. They (work) on that campaign without stopping for so long that they were
exhausted.
c. When some rules were finally legislated, many companies ;ĂůƌĞĂĚǇͬŚĂǀĞͿ
their share of deceitful advertising.
d. I ;ŶĞǀĞƌͬƚŚŝŶŬͿ about the way advertising manipulates us, but then I
watched a very interesting documentary about it.
e. She (work) in the advertising campaign for a long time when the client
decided to change everything.
WĂƌƚʹtƌŝƟŶŐ
You have ordered a product online, but the product you received is far from what you had
expected. Write a complaint e-mail (120–150 words).
Remember to:
• explain the situation;
• tell them what you expect from them.
[60 pontos]

Module 1 • Test 1
Critérios de classificação
Parte A – Compreensão do oral
1. ............................................................................................................................................ 30 pontos
Níveis Descritores de desempenho Pontuação
3 Associa corretamente 6 ou 7 ideias aos respetivos nomes. 30
Chave:
a. 2, 6 b. 1, 3, 4 c. 5, 7
2. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Itens 2.1 2.2
Chave C A
Parte B – Leitura
1. ..................................................................................................................... (2 × 5 pontos) 10 pontos
Itens 1.1 1.2
Chave A C
2. .............................................................................................................................................. 5 pontos
Chave:
a. paragraph 5 b. paragraph 3 c. paragraph 2
3. ..................................................................................................................... (3 × 5 pontos) 15 pontos

Completa a frase de acordo com o texto e com correção gramatical. Pode
2 escrever com incorreções de grafia e de pontuação não impeditivas da 5
compreensão.
Completa a frase de acordo com o texto. Pode escrever com incorreções
1 3
linguísticas não impeditivas da compreensão.
Exemplo:
a. is quite different
b. make unsubstantiated claims about anti-aging products
c.ĂĐŽŶƐĞƋƵĞŶĐĞŽĨŵĂŶŝƉƵůĂƚŝŶŐͬĚĞĐĞŝǀŝŶŐƚŚĞƵƐĞƌƐ
4. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Chave:
a. “ Though L’Oréal escaped a fine at the time, each future violation of this agreement will cost the
company up to $16,000.” (lines 31–32)
b. “However, the website did not learn from its mistakes” (line 47)
NOTA:EĆŽƐĆŽƉĞŶĂůŝǌĂĚĂƐĂƐŝŶĐŽƌƌĞĕƁĞƐĚĞƚƌĂŶƐĐƌŝĕĆŽŶĆŽŝŵƉĞĚŝƚŝǀĂƐĚĂĐŽŵƉƌĞĞŶƐĆŽ͘

Module 1 • Test 1
5. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Chave:
a. 2 b. 2
6. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Chave:
a. boost b. settlement
Parte C – Uso da língua

1. ..................................................................................................................... (4 × 3 pontos) 12 pontos
Chave:
a. The students’ advertisements were really funny.
b. Sometimes advertising affects teenagers’ ways of seeing themselves.
c. Advertising should focus on the product’s qualities.
d. The advertising industry’s major concern is profit.
2. ....................................................................................................................... (3 × 3 pontos) 9 pontos

Chave:
a. themselves b. itself c. ourselves
3. ....................................................................................................................... (3 × 3 pontos) 9 pontos

Chave:
a. panel b. pack c.ŐƌŽƵƉͬƚĞĂŵ
4. ..................................................................................................................... (5 × 2 pontos) 10 pontos

Chave:
a. had not found b. had been working c. had already had d. had never thought e. had been working

Module 1 • Test 1
Parte D – Produção escrita

EşǀĞůͬ Funções Coerência Correção
Conteúdo
Pontuação ĐŽŵƵŶŝĐĂƟǀĂƐ e coesão ůŝŶŐƵşƐƟĐĂ
• O conteúdo é • O aluno cumpre • O texto é • O vocabulário é
adequado, revelante e ŽƐŽďũĞƟǀŽƐĚĞ estruturalmente ǀĂƌŝĂĚŽĞĂĚĞƋƵĂĚŽă
ƐƵĮĐŝĞŶƚĞĨĂĐĞăƚĂƌĞĨĂ comunicação da tarefa organizado e coerente, tarefa.
N4 proposta. ƉƌŽƉŽƐƚĂ͕ƵƟůŝǌĂŶĚŽ ĐŽŵƵƟůŝǌĂĕĆŽĚŽƐ •ƌƌŽƐůŝŶŐƵşƐƟĐŽƐ
15 pontos as funções previstas elementos de ligação eventuais não
e adequadas ao texto adequados. impedem a
pretendido. compreensão ou
ĚĞƚƵƌƉĂŵŽƐĞŶƟĚŽ͘
geralmente adequado, ŽƐŽďũĞƟǀŽƐĚĞ estruturalmente geralmente variado e
ƌĞůĞǀĂŶƚĞĞƐƵĮĐŝĞŶƚĞ comunicação da tarefa organizado e coerente, ĂĚĞƋƵĂĚŽăƚĂƌĞĨĂ͘
ĨĂĐĞăƚĂƌĞĨĂƉƌŽƉŽƐƚĂ͕ proposta, embora embora nem sempre • ƌƌŽƐůŝŶŐƵşƐƟĐŽƐ
N3 embora possa ŶĞŵƐĞŵƉƌĞƵƟůŝǌĞ os elementos de eventuais não
11 pontos apresentar pequenos as funções previstas ůŝŐĂĕĆŽƵƟůŝǌĂĚŽƐ impedem a
lapsos ou irrelevâncias. e adequadas ao texto sejam adequados. compreensão, embora
pretendido. possam deturpar o
ƐĞŶƟĚŽƉƌĞƚĞŶĚŝĚŽ͘
• O conteúdo nem • O aluno cumpre • O texto revela alguma • O vocabulário nem
sempre é adequado, parcialmente incoerência estrutural ƐĞŵƉƌĞĠǀĂƌŝĂĚŽĞͬŽƵ
ƌĞůĞǀĂŶƚĞĞͬŽƵ ŽƐŽďũĞƟǀŽƐĚĞ e nem sempre ĂĚĞƋƵĂĚŽăƚĂƌĞĨĂ͘
N2 ƐƵĮĐŝĞŶƚĞĨĂĐĞă comunicação da os elementos de • ƌƌŽƐůŝŶŐƵşƐƟĐŽƐ
7 pontos tarefa proposta, tarefa proposta, pois ůŝŐĂĕĆŽƵƟůŝǌĂĚŽƐƐĆŽ podem impedir a
revelando algum grau ŶĆŽƵƟůŝǌĂĂƐĨƵŶĕƁĞƐ adequados. ĐŽŵƉƌĞĞŶƐĆŽĞͬŽƵ
de incompreensão da adequadas ao texto ĚĞƚƵƌƉĂƌŽƐĞŶƟĚŽ
tarefa. pretendido. pretendido.
• O conteúdo é •KƐŽďũĞƟǀŽƐĚĞ • O texto é • O vocabulário é
maioritariamente comunicação da maioritariamente maioritariamente
inadequado, tarefa proposta incoerente e ƌĞƉĞƟƟǀŽĞͬŽƵ
ŝƌƌĞůĞǀĂŶƚĞĞͬŽƵ não são cumpridos estruturalmente pouco ŝŶĂĚĞƋƵĂĚŽăƚĂƌĞĨĂ͘
N1 ŝŶƐƵĮĐŝĞŶƚĞĨĂĐĞă maioritariamente, pelo organizado. •ƌƌŽƐůŝŶŐƵşƐƟĐŽƐ
3 pontos tarefa proposta. que o texto produzido frequentes impedem
é funcionalmente ĂĐŽŵƉƌĞĞŶƐĆŽĞͬŽƵ
pouco adequado. ĚĞƚƵƌƉĂŵŽƐĞŶƟĚŽ
pretendido.

GRELHA DE CLASSIFICAÇÃO
SCHOOL: Class:
Part A (40 p) Part B (60 p) Part C (40 p) Part D (60 p)
Total
N.o Name 1 2 1 2 3 4 5 6 1 2 3 4 1
Total Total Total Total (200 p)
30 p 2×5p 2×5p 5p 3×5p 2×5p 2×5p 2×5p 4×3p 3×3p 3×3p 5×2p 60 p
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Module 1 • Test 1
29

30
MATRIZ
Processos
Componentes

1 item 2 itens 4 itens ϳŝƚĞŶƐͬ

1 item ϭŝƚĞŵͬ
ϭŝƚĞŵͬ ϳŝƚĞŶƐͬ ϲŝƚĞŶƐͬ ϭŝƚĞŵͬ ϭϱŝƚĞŶƐͬ


ENGLISH TEST
Module 1 • Test 2
You are going to listen to three teens talking about their shopping habits and preferences. 5
You are going to listen twice. Read all the items first.
1. Complete the table with the missing information in note form.

Use no more than three words in each space. [12 × 2,5 pontos]
Name What? Where? Why? With whom?

Bea a. b. c. d.
Mark e. f. g. h.
Sophie i. j. k. l.
2. Choose the correct option (A, B or C) to answer the questions according to what you hear.
[2 × 5 pontos]
2.1 What do the three teens have in common?

(A) They are green consumers.
(B) They are economical consumers.
(C) They are ordinary consumers.
2.2 Bea and Mark both like

(A) hanging out at the mall.
(B) talking to people.
(C) being out in the nature.

Module 1 • Test 2
Part B – Reading
You are going to read a text about social media ads.
How teens feel about

social media ads
Kaci Owens, a 16-year-old high school junior, knows she’s e’s
going to be blasted with advertising every time she checks ks
Facebook, YouTube or Instagram. In her words, it’s “a few w
posts, an ad” then, “a few more posts, another ad”. “I think it’ss
5 everywhere,” Kaci says, adding that she most often sees ads
for make-up or food. But unlike most of us adults, this does
not seem to bother her: “I usually just scroll past it.”
This behaviour sounds like a marketer’s nightmare. But,
despite all the ads Kaci may ignore, there’s one kind in particularr
10 she and other teens are likely to engage with: sponsored videos deos from online
“influencers”, those quasi-celebrities paid by brands to talkk about their products to their
legions of adoring fans.
Kaci knows those influencers are being paid, sometimes in the millions, to influence her
buying choices. But she says she’ll still listen to what they have to say. That’s because, to some
15 degree, she trusts they wouldn’t sell a product they didn’t believe in. She also appreciates that
many of them are forward about their financial arrangements. “They’ll say ‘I’m being paid to
do this,’ but I’ll want to listen to what their opinion is,” Kaci says. “It doesn’t mean that I go out
and buy it right away.”
Marketers say such influencers are offering a way
20 for them to advertise to an engaged audience of teens,
who represent $44 billion in annual purchasing power
– and who often carry brand loyalties into young
adulthood. Social media companies are capitalizing
on the trend. YouTube has become so saturated with
25 popular vloggers that marketers are now turning to
so-called “micro-influencers” with smaller but more
devoted followings, while agencies are shifting their ad
dollars from television to YouTube. Snapchat recently
opened its platform to more advertisers, too.
30 Influencers’ success partly relies on authenticity.
If you’re being sponsored by a certain company, you
don’t have a script that you’re reading from: you are
saying what you actually feel about it. For most teens,
social media personalities usually wind up feeling like a friend who you go to for advice.
35 The idea of paying a celebrity to promote a brand is far from a new invention. What is new,
however, is today’s more authentic breed of celebrity. If you hit it right, you can become an
influencer pretty quickly. Marketing through them also solves brands’ dilemma of trying to get
a team of marketers to “speak teenager”. “I think it’s pretty clever,” Kaci says.
ŚƚƚƉƐ͗ͬͬƚŝŵĞ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶĞĐĞŵďĞƌϮϬϮϭͿ

Module 1 • Test 2
1.1 What is the main purpose of the text?

(A) To teach people about advertising trends.
(B) To discuss teens and social media advertising.
(C) To inform the public about influencers.
(D) To warn about the negative influence of social media.
1.2 What does the author think about the way teens deal with ads on social media?
(A) He finds it strange.
(B) He thinks it’s a good strategy.
(C) He believes adults are different.
(D) He says it must be difficult.
2. Match the ideas on the left with the paragraph they refer to on the right. You don’t need to use
all the paragraphs. [5 pontos]
• paragraph 1
a. Admitting financial benefits • • paragraph 2
b. The emotional engagement on social media • • paragraph 3
c. Kaci’s favourite ads • • paragraph 4
• paragraph 5
3. Complete the sentences according to paragraph 4. Use no more than four words. [3 × 5 = 15 pontos]
a. Marketers consider teens very important because they have

and remain when they grow up.
b. This new trend gives social media companies the .
4. Answer the questions using your own words. [2 × 5 = 10 pontos]
a. Why is it relevant that influencers don’t have a script?

b. What does the author mean by the expression “speak teenager”?
5. Who or what do the following words refer to in the text? [2 × 5 = 10 pontos]
a. it (line 4)
b. This (line 8)
a. connected
b. depends

Module 1 • Test 2

1. Complete the sentences below using the words in brackets and a possessive structure.
[4 × 3 pontos]
a. Some fast-food advertisers use (children) favourite toys as baits to persuade

them to buy the food.
b. (advertisers) strategies are very effective.
c. Teenagers sometimes ignore their (parents) warnings about social media.
d. It’s really difficult to avoid that (influencer) suggestions.
2. Rewrite the sentences starting them as suggested and using appropriate reciprocal pronouns.
[3 × 3 pontos]
a. The advertiser and the media representative were having a conversation.

The advertiser and the media representative were talking .
b. It’s important for the three advertisers to collaborate when designing campaigns.
It’s important for the three advertisers to work .
c. Each advertiser accused all the others of malpractice.
The advertisers accused of malpractice.
3. Complete the sentences with a suitable collective noun. [3 × 3 pontos]
a. There was a huge of people waiting for the influencer.

b. The of his company is really hard-working.
c. In the advertisement he was giving her a of flowers.
4. Complete the sentences with the verbs in brackets in the past perfect simple or continuous.
[5 × 2 pontos]
a. When he arrived at the office, I (work) on the report for hours.

b. I ;ŶĞǀĞƌͬƐĞĞͿ him before the campaign.
c. The radio (broadcast) the advertisement for a week when the company was
sued.
d. The celebrity ;ĂůƌĞĂĚǇͬƐŝŐŶͿ the contract when the advertising campaign
was cancelled.
e. The teenager found out the influencer (lie) all the time.
Your school newspaper is publishing an issue about advertising. You are participating with an
opinion text (120–150 words) about the following topic:
Should advertising companies be controlled?
Remember to:
• mention at least two reasons;
• give one example for each reason. [60 pontos]

Module 1 • Test 2
1. ................................................................................................................ (12 × 2,5 pontos) 30 pontos
Exemplo:
a. stationery b. online c. likes art d. alone e. vinyl records f. mall g. has a collection h. with the gang
i. food j.ŐƌŽĐĞƌǇͬĨůĞĂŵĂƌŬĞƚk.ĞŶǀŝƌŽŶŵĞŶƚĂůĐŽŶĐĞƌŶƐͬďĞŝŶŐƐĞŶƐŝďůĞl. father
2. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Itens 2.1 2.2
Chave B C
Parte B – Leitura
1. ..................................................................................................................... (2 × 5 pontos) 10 pontos
Itens 1.1 1.2
Chave C C
2. .............................................................................................................................................. 5 pontos
Chave:
a. 3 b. 5 c. 1
3. ..................................................................................................................... (3 × 5 pontos) 15 pontos

Completa a frase de acordo com o texto e com correção gramatical.
2 Pode escrever com incorreções de grafia e de pontuação não impeditivas 5
ĚĂĐŽŵƉƌĞĞŶƐĆŽ͘EĆŽĞǆĐĞĚĞŽŶƷŵĞƌŽĚĞƉĂůĂǀƌĂƐƐƵŐĞƌŝĚŽ͘
1 linguísticas não impeditivas da compreensão. Pode exceder o número de 3
palavras sugerido.
Exemplo:
a. enormous buying power; loyal to brands
b.ŽƉƉŽƌƚƵŶŝƚǇͬĐŚĂŶĐĞƚŽŵĂŬĞƉƌŽĨŝƚ
4. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Exemplo:
a.EŽƚŚĂǀŝŶŐĂƐĐƌŝƉƚŵĂŬĞƐŝŶĨůƵĞŶĐĞƌƐƐŽƵŶĚŵŽƌĞĂƵƚŚĞŶƚŝĐ͕ǁŚŝĐŚĐŽŶƚƌŝďƵƚĞƐƚŽďƌŝŶŐŝŶŐƚŚĞŵ
closer to their audience.
b. The author means influencers are able to speak in a language that teenagers are able to
understand.
NOTA:EĆŽƐĆŽƉĞŶĂůŝǌĂĚĂƐĂƐŝŶĐŽƌƌĞĕƁĞƐĚĞŐƌĂĨŝĂŶĆŽŝŵƉĞĚŝƚŝǀĂƐĚĂĐŽŵƉƌĞĞŶƐĆŽ͘
5. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Chave:
a. advertising b. scrolling past ads
6. ..................................................................................................................... (2 × 5 pontos) 10 pontos
Chave:
a. engaged b. relies
Module 1 • Test 2

1. ..................................................................................................................... (4 × 3 pontos) 12 pontos
Chave:
a. children’s b. Advertisers’ c. parents’ d. influencer’s
2. ....................................................................................................................... (3 × 3 pontos) 9 pontos

Chave:
a. to each other b. with one another when designing campaigns c. one another
3. ....................................................................................................................... (3 × 3 pontos) 9 pontos

Chave:
a.ĐƌŽǁĚͬŶƵŵďĞƌͬŵĂƐƐͬŵŽďb. staff c.ďƵŶĐŚͬďŽƵƋƵĞƚ
4. ..................................................................................................................... (5 × 2 pontos) 10 pontos

Chave:
a. had been working b. had never seen c. had been broadcasting d. had already signed e. had been lying

Conteúdo
pretendido.

SCHOOL: Class:
Total
N.o Name 1 2 1 2 3 4 5 6 1 2 3 4 1
12 × 2,5 p 2 × 5 p 2×5p 5p 3×5p 2×5p 2×5p 2×5p 4×3p 3×3p 3×3p 5×2p 60 p
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Module 1 • Test 2
29
30

MATRIZ
Processos
Componentes
7 itens 1 item ϴŝƚĞŶƐͬ

3 itens 5 itens 4 itens ϭϮŝƚĞŶƐͬ

3 itens ϯŝƚĞŶƐͬ
1 item ϭŝƚĞŵͬ
ϯŝƚĞŶƐͬ ϭϱŝƚĞŶƐͬ ϱŝƚĞŶƐͬ ϭŝƚĞŵͬ ϮϰŝƚĞŶƐͬ


ENGLISH TEST
Module 2 • Test 1
You are going to listen to a text about four youth climate activists and how they are 6
changing the future. You are going to listen twice. Read all the items first.
1. Choose the correct option (A, B or C) to complete the sentences according to what you hear.
[8 × 5 pontos]
1.1 In their own words, Kevin, Jamie and Zina’s climate action
(A) can be considered a vocation by many.
(B) has a common denominator – young people.
(C) is something they have wanted for long.
1.2 Kevin got involved in fighting the climate crisis after

(A) having a series of health problems due to air pollution.
(B) not being able to breath well because of air pollution.
(C) realizing air pollution caused serious health problems.
1.3 Jamie founded Zero Hour because she

(A) anticipated Greta Thunberg’s school strike.
(B) wanted young people to come together.
(C) witnessed some extreme weather events.
1.4 Zina considers herself to be super lucky thanks to the fact that
(A) climate action can be her only occupation.
(B) justice and equity will soon be a reality.
(C) she spends time and money fighting for climate.
1.5 Hakim thinks

(A) people should go on climate change marches.
(B) schools should teach climate education.
(C) we should fight for what we believe in.
1.6 We can infer from Kevin’s opinion that

(A) it’s young people’s duty to fight for their future.
(B) other communities should fight climate change.
(C) politicians are not working to protect our future.
1.7 Zina feels empowered knowing that

(A) communities and movement are working together.
(B) she is able to deal with the emotions she feels.
(C) they are being successful at what they are doing.
1.8 Jamie believes

(A) working in the movement improves people’s skills.
(B) forests and movements are similar in the way they function.
(C) people should know what their strengths are to succeed.

Module 2 • Test 1
Part B – Reading
You are going to read a text about the COP26 climate summit.
CLIMATE PROMISES MADE IN GLASGOW NOW REST

WITH A HANDFUL OF POWERFUL LEADERS
by Somini Sengupta
/ŶtĂƐŚŝŶŐƚŽŶ͕ĞŝũŝŶŐ͕EĞǁĞůŚŝĂŶĚďĞǇŽŶĚ͕ŐŽǀĞƌŶŵĞŶƚƐĨĂĐĞĐŽŶĨůŝĐƚŝŶŐĨŽƌĐĞƐʹƉŽůŝƚŝĐĂů͕
social and economic – that will shape their next steps in the effort to avert a climate crisis.
After all the rousing speeches and bitter negotiations, the celebrity appearances and the
parade of promises to protect this and invest in that, now what? Will the Glasgow summit
5 make any difference in bending the arc of global warming? Well, that depends on at least
four things.
First, what will leaders, starting with President Biden, do in key national capitals? Will
Biden persuade Congress to pass his main climate legislation, known as the Build Back
Better Act? Likewise, will the leaders of big polluter countries shift their policies at home to
10 meet some of the big promises made, whether that’s cutting methane emissions (China) or
boosting renewable energy sources (India) or reversing deforestation (Brazil) or vague
net-zero goals by mid-century (Russia and India)? All these ese pledges are voluntary.
“They’re all in the ether,” Simon Stiell, the environment minister of Grenada told
me the morning after the summit.
15 Second, chiefly in democracies, how much pressure will they
tivists
face from their citizens? A generation of angry young activists
has been pushing politicians and corporate bosses to address ress
the climate crisis, not only on the streets but also in the courts,
urts,
where citizens groups in a variety of countries have sued their
20 governments and, in one instance, Shell, one of the world’s rld’s
biggest oil companies. Whether and how quickly governments ents
and private companies respond remains to be seen.
Third, business. A coalition of the world’s biggest est
investors, which collectively controls $130 trillion in assets,s,
25 promised to use its capital to hit net-zero emissions targetss
for investments by 2050. But will they? And how quickly?

Module 2 • Test 1
Also keep an eye on whether companies will be compelled to shift their business practices to
meet a new pledge made in Glasgow to reduce deforestation. That impacts the supply chains
of many industries, ranging from the palm oil used in lipstick, to soy for chicken feed.
30 And finally, fourth, compensation. One of the most bitterly contested issues in Glasgow
was a demand for funding from rich, industrialized nations mainly responsible for the warming
of the atmosphere to poor, climate vulnerable countries who bear little responsibility for
the problem. Rich countries, including those of the European Union and the United States,
pushed back against the idea of new loss and damage compensation, as it’s known. They
35 agreed to have a “dialogue” in the future. Demands are likely to intensify before the next
global climate summit scheduled.
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ŶǇƚŝŵĞƐ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶEŽǀĞŵďĞƌϮϬϮϭͿ
1. Match the words on the left with the word they refer to in the text.
Two options do not apply. [2 × 5 pontos]
1.1 The word “their”, in these lines, refers to:

• 1. citizens
a. their (line 2) • • 2. companies
b. their (line 16) • • 3. governments a-3;b-4;c-2
c. their (line 27) • • 4. leaders
• 5. practices
1.2 The word “they”, in these lines, refers to:

• 1. coalition
a. They (line 13) • • 2. democracies
b. they (line 15) • • 3. leaders a-4;b-3;c-1
c. they (line 26) • • 4. pledges
• 5. targets
2. Find synonyms for the following words in paragraphs 1, 2 and 4. [3 × 5 pontos]
a. prevent avert
b. enthusiastic rousing
c. mainly chiefly
3. Complete the sentences according to the paragraphs 1 and 2.

Use three to four words in each space. [2 × 5 pontos]
a. Governments’ climate action across the globe is influenced by their country’s

politics, society and economy .
b. The author wonders whether the Glasgow summit will help stop climate change .

Module 2 • Test 1
4. Choose the correct option (A, B, C or D) to complete the sentences according to the text.
[2 × 5 pontos]
4.1 In paragraph 3, the author implies that leaders

(A) have to push for change.
(B) made some false promises.
(C) will follow President Biden.
(D) will only do what they want to.
4.2 In paragraph 4, the author states that

(A) an oil company has been convicted of climate crimes.
(B) citizens have taken action to solve the climate crisis.
(C) governments and companies will respond quickly.
(D) old people are not concerned about the environment.
5. Find evidence for the statements in paragraphs 5 and 6. [3 × 5 pontos]
a. The results of some climate action will be seen in less than three decades. ll. 23-26
b. The issue of cutting down trees in large areas was also addressed in the summit.ll. 27-28
c. Some countries postponed the decision to pay the victims for the harm they caused. ll. 33-35

1. Complete the sentences with the correct complex preposition from the box. [5 × 2 pontos]
according to because of by means of in addition to regardless of
a. agreeing to boost renewable energy sources, India also agreed to net-zero goals.
b. Simon Stiell, promises made at the summit may never be fulfilled.
c. Brazil will reverse deforestation an integrated approach.
d. Climate change will continue to affect us for many years all the promises made.
e. Countries need to shift their policies at home the big promises they made.
2. Complete the sentences with a comparative structure and using the adjective in brackets.
[4 × 5 pontos]
a. Young activists are becoming (angry) at politicians and corporate

bosses.
b. The more methane emissions China cuts, the (good) for the entire planet.
c. The (active) citizens are, the more accountable governments feel.
d. The effects of climate change are (catastrophic), especially in island nations.

Module 2 • Test 1
3. Complete the sentences with an irregular adverb (not ending in -ly) which has the same meaning
ĂƐƚŚĞǁŽƌĚƐͬĞǆƉƌĞƐƐŝŽŶƐŐŝǀĞŶ͘ [5 × 2 pontos]
a. Governments and private companies should respond to the pressure from

their citizens. (quickly)
b. If they respond , citizens will not be happy. (after the expected time)
c. Many companies work to fight climate change. (with a lot of effort)
d. At the summit, time was short. So, envoys had to get to the point.
(immediately)
e. One day, perhaps into the future, we'll be able to reverse the consequences
of what we have done to the planet. (at a great distance in time)
Imagine you have decided to participate in a climate summit. Write a text (120–150 words) for the
school newspaper about what you expect from the summit.
Remember to:
• provide three clear expectations;
• back them up with examples.
[60 pontos]

Module 2 • Test 1
1.1 a 1.8 .……………………………………………………...............................................…… (8 × 5 pontos) 40 pontos
Itens 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

Chave B C C A B C C B
Parte B – Leitura
1.1 e 1.2 .……………………………………………………...............................................…… (2 × 5 pontos) 10 pontos
Chave:
1.1 a. 3 b. 4 c. 2 1.2 a. 4 b. 3 c. 1
2. ………………..……………................................................……………………………..….… (3 × 5 pontos) 15 pontos

Chave:
1.1 a. avert b. rousing c. chiefly
3. ………………..……………................................................……………………………..….… (2 × 5 pontos) 10 pontos

palavras sugerido.
Exemplo:
a. politics, society and economy
b. help stop climate change
4.1 e 4.2 .……………………………………………………...............................................…… (2 × 5 pontos) 10 pontos

Itens 4.1 4.2
Chave A B
5. ………………..……………................................................……………………………..….… (3 × 5 pontos) 15 pontos

Chave:
a. “A coalition of the world’s biggest investors, which collectively controls $130 trillion in assets,
promised to use its capital to hit net-zero emissions targets for investments by 2050.” (lines 23-26)
b. “Also keep an eye on whether companies will be compelled to shift their business practices to
meet a new pledge made in Glasgow to reduce deforestation.” (lines 27-28)
c. “Rich countries, including those of the European Union and the United States, pushed back against
the idea of new loss and damage compensation, as it’s known. They agreed to have a ‘dialogue’ in
the future.” (lines 33-35)

Module 2 • Test 1

1. ………………..……………................................................……………………………..….… (5 × 2 pontos) 10 pontos
Chave:
a. In addition to b. According to c. by means of d. regardless of e. because of
2. ………………..……………................................................……………………………..….… (4 × 5 pontos) 20 pontos

Chave:
a.ĂŶŐƌŝĞƌĂŶĚĂŶŐƌŝĞƌͬĂŶŐƌŝĞƌb. better c. more active
d.ŵŽƌĞĂŶĚŵŽƌĞĐĂƚĂƐƚƌŽƉŚŝĐͬŵŽƌĞĐĂƚĂƐƚƌŽƉŚŝĐ
3. ………………..……………................................................……………………………..….… (5 × 2 pontos) 10 pontos

Chave:
a. fast b. late c. hard d. straight e. far

Conteúdo
pretendido.

SCHOOL: Class:
Total
Module 2 • Test 1
N.o Name 1 1 2 3 4 5 1 2 3 1
8×5p 2×5p 3×5p 2×5p 2×5p 3×5p 5×2p 4×5p 5×2p 60 p
1
2
3
4

5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
MATRIZ
Processos
Componentes

3 itens 5 itens 4 itens ϭϮŝƚĞŶƐͬ

1 item ϭŝƚĞŵͬ
ϯŝƚĞŶƐͬ ϭϱŝƚĞŶƐͬ ϱŝƚĞŶƐͬ ϭŝƚĞŵͬ ϮϰŝƚĞŶƐͬ


ENGLISH TEST
Module 2 • Test 2
You are going to listen to a text about why younger generations are more willing to change 7
in the name of sustainability. You are going to listen twice. Read all the items first.
[8 × 5 pontos]
1.1 People commonly assume that Gen Z and millennials

(A) can use digital devices more easily than others.
(B) fight for what they care about through the media.
(C) worry about problems that affect the whole world.
1.2 According to a GreenBiz report, about of young people think public protests are
effective.
(A) one quarter
(B) two quarters
(C) three quarters
1.3 Businesses and brands should understand how different generations are in order to
(A) be better able to get consumers’ approval.
(B) implement a clear sustainability policy.
(C) reinforce consumers’ behaviours.
1.4 This year’s research from GlobeScan surveyed
(A) 1000 people in each market.
(B) both younger and older people.
(C) people from all over the world.
1.5 According to the research,
(A) millennials are more willing to make life changes than Gen Z.
(B) older generations should follow younger generations’ footsteps.
(C) younger generations are more thoughtful than older generations.
1.6 The gap between what people say and what people do
(A) is substantial across all generations.
(B) poses a problem for all generations.
(C) seems to be ignored by all generations.
1.7 In the past year, Gen Z and millennials
(A) adopted new lifestyles due to online inspiration.
(B) led healthier and more sustainable lifestyles.
(C) were better informed about different lifestyles.
1.8 The next generation expects brands to
(A) hire better employees.
(B) solve problems by themselves.
(C) work together with them.

Module 2 • Test 2
Part B – Reading
You are going to read a text about clothes and sustainability.
ARE CLOTHES MADE FROM RECYCLED

MATERIALS REALLY MORE SUSTAINABLE?
by Emma Bryce
A growing number of brands are

switching to recycled fibres, but experts
worry consumers may believe their
purchases are impact-free – when that’s
5 far from true.
Woven into your clothes is a material
that takes on many disguises. It may
have the texture of wool, the lightness
of linen or the sleekness of silk. It’s in
10 two-thirds of our clothing – and yet
most of us don’t even know that it’s
there. It’s plastic, and it’s a big problem.
Today – unlike in the past, when natural fibres were widely used – about 69% of clothes
are made up of synthetic fibres, including elastane, nylon and acrylic. Polyester is the most
15 common, making up 52% of all fibre production. But there’s a climate cost – the raw material
for these fibres is fossil fuels. Textile production consumes 1.35% of global oil production,
more oil than Spain uses in a year, and significantly contributes to the fashion industry’s huge
climate footprint. Synthetics also continue to have an impact long after production because
they shed plastic microfibers into the environment when clothes are washed.
20 In response, a growing number of brands are switching to recycled versions of synthetic
fibres, like polyester, often advertising these clothes as the “more sustainable” or “conscious”
choice, which seems like an environmental win. But, as brands weave more of these
recycled yarns into their garments, some experts question whether they are just patching
ŽǀĞƌĨĂƐŚŝŽŶ͛ƐĞŶǀŝƌŽŶŵĞŶƚĂůŚĂƌŵƐ͘DĂǆŝŶĞĠĚĂƚ͕ĞǆĞĐƵƚŝǀĞĚŝƌĞĐƚŽƌŽĨƚŚĞEĞǁ^ƚĂŶĚĂƌĚ
25 Institute, said: “We’ve been led to believe that recycledy y y
and sustainable are synonymous, ,
when they are anything but.”
The demand for recycled synthetic fibres from om industries, including fashion, is
expected to accelerate. Many big companies havee committed to increase their share
of recycled polyester to 45% by 2025 as part of a recycled
30 polyester challenge set by the Textile Exchange, a non-profit
working to increase uptake of lower-impact fibres res across
the textile industry.
Gap Inc, in spite of having committed to the
2025 challenge, says that recycled synthetics
35 are not a magic bullet. “We really try to stay
away from the term ‘sustainable garment’

Module 2 • Test 2
because it implies that we’ve reached the destination. We really haven’t. It’s a continuous
journey,” said Alice Hartley, director of product sustainability and circularity at the company.
Yet, this nuanced message may not be filtering through to consumers, especially as
40 many other brands do describe recycled fabrics as sustainable. Because of this, George
Harding-Rolls, campaigns adviser at the Changing Markets Foundation, warns us that “if you
are recycling synthetics, that doesn’t get rid of the microplastics problem. Fibres continue
shedding from recycled plastic yarns just as much as from virgin yarns.”
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ƚŚĞŐƵĂƌĚŝĂŶ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶEŽǀĞŵďĞƌϮϬϮϭͿ
ϭ͘DĂƚĐŚƚŚĞǁŽƌĚƐŽŶƚŚĞůĞĨƚǁŝƚŚƚŚĞǁŽƌĚͬĞǆƉƌĞƐƐŝŽŶƚŚĞǇƌĞĨĞƌƚŽŝŶƚŚĞƚĞǆƚ͘dǁŽŽƉƚŝŽŶƐĚŽ
not apply. [2 × 5 pontos]

• 1. big companies
a. their (line 3) • • 2. brands
b. their (line 23) • • 3. consumers a-3;b-2;c-1
c. their (line 28) • • 4. purchases
• 5. recycled yarns
1.2 The word “they”, in these lines, refers to:

• 1. brands
a. they (line 19) • • 2. experts
b. they (line 23) • • 3. plastic microfibres a-5;b-1;c.-4
c. they (line 26) • • 4. recycled and sustainable
• 5. synthetics
Ϯ͘&ŝŶĚƐǇŶŽŶǇŵƐĨŽƌƚŚĞǁŽƌĚͬĞǆƉƌĞƐƐŝŽŶŝŶƉĂƌĂŐƌĂƉŚƐϭĂŶĚϮ͘ [2 × 5 pontos]
a. changing switching
b. incorporated woven into
3. Complete the sentences according to paragraphs 1 and 2. Use no more than four words in each
space. [3 × 5 pontos]
a. Although more and more clothes are made of recycled fibres, buying them has an impact on the
environment.
b. Plastic may seem to be wool/ linen/ silk (escolher
. só uma)
33%
c. The percentage of clothing that has plastic in its composition is .

Module 2 • Test 2
[2 × 5 pontos]

(A) the past textile industry was more worried about sustainability.
(B) most clothes are made from fossil fuels.
(C) natural fibres are cheaper than synthetic fibres.
(D) we shouldn’t wash our clothes so often.
4.2 From paragraph 4, we can infer that recycled versions of synthetic fibres
(A) are considered sustainable by many.
(B) often do more harm than good.
(C) seem worse than non-recycled versions.
(D) should not be used by brands at all.
5. Reread paragraphs 5, 6 and 7 and quote the pieces of information from which we can make
these inferences. [3 × 5 pontos]
a. Some fibres are more harmful to the environment than others. "lower-impact fibres" ll. 31
b. Recycling fibres is not a solution to environmental problems. "recycled synthetic are not a magical bullet"
ll. 34-35
c. Recycled fibres increase the environmental problem of microplastics.
"if you are recycling synthetics, that doesn’t get rid of the microplastics problem. Fibres continue
shedding from recycled plastic yarns just as much as from virgin" ll. 41-43
1. Choose the correct complex preposition in the sentences. [5 × 2 pontos]
a. ĐĐŽƌĚŝŶŐƚŽͬǇŵĞĂŶƐŽĨ Maxine Bédat, recycled and sustainable do not mean the same.
b. ĞĐĂƵƐĞŽĨͬ/ŶĂĚĚŝƚŝŽŶƚŽ using recycled synthetics, brands should also work towards
sustainability.
c. Marine life is deeply affected by plastic pollution ĂĐĐŽƌĚŝŶŐƚŽͬƌĞŐĂƌĚůĞƐƐŽĨ all the attempts
to solve this problem.
d. Plastic is everywhere ďĞĐĂƵƐĞŽĨͬƌĞŐĂƌĚůĞƐƐŽĨ its very low price.
e. We could only make brands reduce the use of synthetic fibres ďǇŵĞĂŶƐŽĨͬŝŶĂĚĚŝƚŝŽŶƚŽ
increasing consumer awareness.
2. Complete the sentences with a comparative structure and using the adjective given. [4 × 5 pontos]
a. Synthetics pose a (big) problem because brands are making

(affordable) clothes.
b. The less synthetic fibres brands use, the (good) for all of us.
c. The (aware) consumers are, the more environmentally friendly brands have
to be.

Module 2 • Test 2
3. Complete the sentences with the correct irregular adverb from the box. [5 × 2 pontos]
far fast hard late straight
a. Brands should meet consumer expectations because, if they do it

, consumers will not buy their products.
b. Some experts think that, from helping the environment, recycled synthetics
do it great harm.
c. Many non-profits work to solve environmental problems.
d. When customers are in a hurry, they don’t compare prices – they go for the
first option.
The fashion industry needs to change in order to mitigate its impact on the environment.
Write an opinion text (120–150 words) for the school newspaper on the topic. [60 pontos]
Remember to:
• provide three clear reasons to support your opinion;
• give at least one example for each reason.

Module 2 • Test 2
1.1 a 1.8 .……………………………………………………...............................................…… (8 × 5 pontos) 40 pontos
Itens 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

Chave C C A B C A C C
Parte B – Leitura
1.1 e 1.2 .……………………………………………………...............................................…… (2 × 5 pontos) 10 pontos
Chave:
1.1 a. 3 b. 2 c. 1
1.2 a. 5 b. 1 c. 4
2. ………………..……………................................................……………………………..….… (2 × 5 pontos) 10 pontos

Chave:
a. switching b. woven into
3. ………………..……………................................................……………………………..….… (3 × 5 pontos) 15 pontos
palavras sugerido.
Exemplo:
a. them has an impact b. wool, linen or silk c. 33%
4.1 e 4.2 .……………………………………………………...............................................…… (2 × 5 pontos) 10 pontos

Itens 4.1 4.2
Chave B A
5. ………………..……………................................................……………………………..….… (3 × 5 pontos) 15 pontos

Chave:
a. lower-impact fibres” (line 31)
b. “recycled synthetics are not a magic bullet” (lines 34-35)
c. “if you are recycling synthetics, that doesn’t get rid of the microplastics problem. Fibres continue
shedding from recycled plastic yarns just as much as from virgin yarns” (lines 41-43)

1. ………………..……………................................................……………………………..….… (5 × 2 pontos) 10 pontos
Chave:
a. According to b. In addition to c. regardless of d. because of e. by means of
2. ………………..……………................................................……………………………..….… (4 × 5 pontos) 20 pontos

Chave:
a.ďŝŐŐĞƌĂŶĚďŝŐŐĞƌͬďŝŐŐĞƌ͖ŵŽƌĞĂŶĚŵŽƌĞĂĨĨŽƌĚĂďůĞͬŵŽƌĞĂĨĨŽƌĚĂďůĞb. better c. more aware

Module 2 • Test 2
3. ………………..……………................................................……………………………..….… (5 × 2 pontos) 10 pontos

Chave:
a. fast b. late c. far d. hard e. straight

Conteúdo
pretendido.

SCHOOL: Class:
Total
N.o Name 1 1 2 3 4 5 1 2 3 1
8×5p 2×5p 3×5p 2×5p 2×5p 3×5p 5×2p 4×5p 5×2p 60 p
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4
5
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8
9
10
11
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14
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16
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Module 2 • Test 2
30

Module 1 •oUnit 1
11. ano • Módulo 3 • Teste 1
MATRIZ
Processos
Componentes


1 item ϭŝƚĞŵͬ
ϭŝƚĞŵͬ ϴŝƚĞŶƐͬ ϱŝƚĞŶƐͬ ϭŝƚĞŵͬ ϭϱŝƚĞŶƐͬ


ENGLISH TEST
Module 3 • Test 1
You are going to listen to three teens giving their views on diversity. 8
1. Who says what? Write D (Dania), M (Meaghan) or T (Tommy). [30 pontos]
Who
a. says we are all diverse?
b. is critical of older generations?
c. has multicultural friends?
d. thinks differences bring prosperity to a community?
e. loves experiencing other cultures’ traditions?
f. says the world is more colourful?
g. believes diversity increases empathy?
2. Choose the correct option (A, B or C) to answer the questions according to what you hear.
[2 × 5 pontos]
2.1 About which of the aspects below do these teens have a different opinion?
(A) How respect can be taught.
(B) Why diversity is important.
(C) What diversity is.
2.2 Who has friends with different origins?

(A) Meaghan and Tommy.
(B) Dania and Meaghan.
(C) Dania and Tommy.

Module 3 • Test 1
Part B – Reading
You are going to read a text about teens and racial issues.
Teens attitudes towards race and diversity
EtzKZ<ʹdŚĞŵŽƐƚƌĂĐŝĂůůǇĚŝǀĞƌƐĞŐĞŶĞƌĂƚŝŽŶŝŶŵĞƌŝĐĂŶŚŝƐƚŽƌǇǁŽƌŬƐŚĂƌĚƚŽƐĞĞ
race as just another attribute, no more important than the cut of a friend’s clothes.
But the real world keeps intruding. “As a generation, we don’t acknowledge color, but
ǁĞ ŬŶŽǁ ƚŚĂƚ ƚŚĞ ƌĂĐĞ ƉƌŽďůĞŵ ŝƐ Ɛƚŝůů ƚŚĞƌĞ͕͟ ƐĂǇƐ ϭϲͲǇĞĂƌͲŽůĚ EĂŝůĂŚ ZŝĐŚĂƌĚƐ͘ EĂŝůĂŚ͛Ɛ
5 generation is defined by opinion surveys as racially open-minded and struggling to be "post-
ƌĂĐŝĂů͘͟͞tĞĚŽŶ͛ƚƌĞĂůůǇĐĂƌĞŝĨǇŽƵ͛ƌĞƉƵƌƉůĞ͕ďƌŽǁŶ͕ďůĂĐŬʹŝƚĚŽĞƐŶ͛ƚĞǀĞŶŵĂƚƚĞƌ͕͟EĂŝůĂŚ
says. “If you’re a person, you are who you are.” But, as their generation matures, these young
people are recognizing just how much race still matters to society. “I don’t think racism ever
left,” says Izabelle Denize, 22. “I think, with every decade, it transforms into something really
10 different.” Esther agrees. She was born in Ghana and now lives in the Bronx with her mother.
Teachers at Esther’s school regularly tell her and her classmates that they can be anything
they want to be, but she isn’t so sure that all of the adults in her life actually believe that.
Howard Ross, author of the book Everyday Bias, says young people are likely as surprised
by recent racially charged events as anyone. “This is a generation of people who are now
15 saying, ‘Wait a second, we thought this was over. We were told this was over. We thought we
were moving forward, and now we see the same old stuff happening.’”
In his book, Ross notes that humans are “consistently and profoundly biased”. The fact
that we are drawn towards each other is because our brain feels very comfortable with
people like ourselves, because we know what to expect. We can do this based on the music
20 we listen to or the clothes we wear. “That’s not necessarily a bad thing, but what’s troubling
is when that’s the only connection we have,” Ross says.

Module 3 • Test 1
Researcher Danah Boyd notes that even though “teens do work to maintain cross-racial
friendships, they’re more likely to interact with people of the same race in class, in the
lunchroom and online.” When Boyd visited one Los Angeles high school, she recalled: “I
25 was initially delighted by how integrated the school appeared to be.” But during lunch and
between classes, “the school’s diversity dissolved as peers clustered along racial and ethnic
lines.”
Moreover, social divisions, including racial ones, “are not disappearing simply because
people have access to technology,” Boyd says. “Tools that enable communication do not
30 sweep away distrust, hatred and prejudice.” The mere existence of new technology is not
a silver bullet – it does not solve problems. In fact, their construction typically reinforces
existing social divisions.
ŚƚƚƉƐ͗ͬͬĞƵ͘ƵƐĂƚŽĚĂǇ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶĞĐĞŵďĞƌϮϬϮϭͿ
1. Match the ideas on the left with the paragraph they refer to on the right. You don’t need to use
all the paragraphs. [5 pontos]
• paragraph 1
a. a biological explanation • • paragraph 2
b. racism evolves with time • • paragraph 3
c. caught off guard • • paragraph 4
• paragraph 5
Ϯ͘&ŝŶĚĂƉŚƌĂƐĞͬƐĞŶƚĞŶĐĞŝŶƚŚĞƚĞǆƚƚŚĂƚƐŚŽǁƐ͗ [3 × 5 = 15 pontos]
a. teenagers today don’t look beyond the fact we are all humans.
b. as teenagers grow up, they are faced with the importance of racial issues.
c. some teenagers suspect adults don’t mean what they say.
3. Are the sentences below true (T), false (F) or not stated (NS). [5 × 3 = 15 pontos]
d&E^
a. For Howard Ross, the recent racial events were not a surprise.
b. According to Ross’s book, humans should not be limited in their experiences.
c. Danah Boyd realized that in LA races are truly integrated.
d. Boyd blames distrust, hatred and prejudice for racial division.
e. She defends technology should evolve in different ways.
© ASA, STEP UP 10,

11, Teacher’s Resource File 157
Module 3 • Test 1
4.1 What does the author mean by “But the real world keeps intruding” (line 3)?
(A) Disregarding racial issues is still a fantasy for teens.
(B) Society does not allow for real change to happen.
(C) Reality stops young people from accepting each other.
(D) Most people do not work towards racial equality.
4.2 Why does Danah Boyd use the auxiliary verb “do” (line 22)?
(A) To ask an implicit question.
(B) To express necessity.
(C) To present a contrast.
(D) To emphasize the idea.
4.3 What do Ross and Boyd have in common?

(A) They are both scientists.
(B) They believe teenagers are different.
(C) They found out diversity is hard to keep.
(D) They think equality will never happen.
5. Who or what do the following words refer to? [2 × 5 = 10 pontos]
a. there (line 4)
b. this (line 14)

1. Choose the correct option to complete the sentences. [4 × 2 = 8 pontos]
a. Racial issues are ƐŽͬƐƵĐŚ a huge problem in some countries that we really need to address
them.
b. For some people, these issues are ƐŽͬƐƵĐŚ hard to deal with that they prefer to ignore them.
c. Teenagers are ƐŽͬƐƵĐŚ disappointed in the way things are evolving!
d. Integration has ƐŽͬƐƵĐŚ an important role that governments should encourage it.
2. Complete the sentences with be about to or be likely to and the verbs in brackets.
Use the appropriate tenses. [3 × 2 = 6 pontos]
a. Hurry! The interview with Ross (start). I don’t want to miss it.
b. His book was so successful that I think he (write) a new one.
c. The problem of racism (continue) because people don’t take a stand.

Module 3 • Test 1
3. Rewrite the sentences using conditionals and starting them as suggested. [4 × 5 = 20 pontos]
a. Boyd got a different perspective because she watched teens during breaks.
If .
b. Things will only change when people get involved.
Unless .
c. My friends are not racist. That is why I can easily get along with them.
If my friends .
d. They told me they would publish my article but I had to change a few words.
They told me that unless .
4. Complete the sentences using the causative with have or get. [3 × 2 = 6 pontos]
a. Danah Boyd didn’t edit her article herself. She .

b. After finishing writing, she hired an advertising firm to advertise her documentary.
She online and on the radio.
c. She didn’t film it herself. She .
Read the statement below written by a teenager. Write an opinion text (120–150 words) on it to be
posted on your class webpage.
Remember to:
• explain the meaning of the statement in your own words;
• write how you feel about it and justify it with reasons and examples.
“So often I look at the huge world problems and think: ‘What a shame, but I don’t
really have anything to do with that.’ But the truth is that the small things we do really
do add up to the big issues. I may not be the problem, but I must be the solution.”
[60 pontos]

Module 3 • Test 1
1. ............................................................................................................................................ 30 pontos
Chave:
a. T b. D c. D d. M e. D f. T g. M
2. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Itens 2.1 2.2
Chave A B
Parte B – Leitura
1. .............................................................................................................................................. 5 pontos
Chave:
2. ..................................................................................................................... (3 × 5 pontos) 15 pontos

Exemplo:
a. “If you’re a person, you are who you are.” (line 7)
b. “But as their generation matures, these young people are recognizing just how much race still
matters to society.” (lines 7-8)
c. “she isn’t so sure that all of the adults in her life actually believe that” (line 12)
3. ..................................................................................................................... (5 × 3 pontos) 15 pontos

Chave:
a. F b. T c. F d. T e.E^
4. ..................................................................................................................... (3 × 5 pontos) 15 pontos

Itens 4.1 4.2 4.3
Chave B D C
5. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Chave:
a. in society
b. the fact that racially charged events still happen

1. ....................................................................................................................... (4 × 2 pontos) 8 pontos
Chave:
a. such b. so c. so d. such

Module 3 • Test 1
2. ....................................................................................................................... (3 × 2 pontos) 6 pontos

Chave:
a. is about to start b. is likely to write c. is likely to continue
3. ..................................................................................................................... (4 × 5 pontos) 20 pontos

Chave:
a. Boyd hadn’t watched teens during breaks, she wouldn’t have got a different perspective
b. people get involved, things will not change
c. were racist, I couldn’t easily get along with them
d. I changed a few words, they wouldn’t publish my article
4. ....................................................................................................................... (3 × 2 pontos) 6 pontos

Chave:
a.ŚĂĚͬŐŽƚŝƚĞĚŝƚĞĚb.ŚĂĚͬŐŽƚŝƚĂĚǀĞƌƚŝƐĞĚc.ŚĂĚͬŐŽƚŝƚĨŝůŵĞĚ

Module 3 • Test 1

Conteúdo
pretendido.

SCHOOL: Class:
Total
N.o Name 1 2 1 2 3 4 5 1 2 3 4 1
30 p 2×5p 5p 3×5p 5×3p 3×5p 2×5p 4×2p 3×2p 4×5p 3×2p 60 p
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Module 3 • Test 1
29

30
MATRIZ
Processos
Componentes


1 item ϭŝƚĞŵͬ
ϭŝƚĞŵͬ ϭϱŝƚĞŶƐͬ ϯŝƚĞŶƐͬ ϭŝƚĞŵͬ ϮϬŝƚĞŶƐͬ


ENGLISH TEST
Module 3 • Test 2
You are going to listen to Gitanjali Rao, a very special teenager. You are going to listen twice. 9
Read all the items first.
1. Decide whether the sentences are true (T), false (F) or not stated (NS). [7 × 5 = 35 pontos]
d&E^
a. For Gitanjali, learning is every student’s obligation.
b. She thinks she’s a very fun person.
c. Science is necessary for a kind world.
d. Gitanjali’s device – Tethys – allows people to detect the presence of lead
in the sea water.
e. The device sends information to an app which scientists created.
f. Gitanjali fell in love with chemistry when she was 4 or 5 years old.
g. In order to keep her level of motivation, Gitanjali works quickly.
2. Choose the correct option (A, B or C) to answer the question according to what you have heard.
[5 pontos]
2.1 What can you infer about Gitanjali’s opinion on cloning animals?
(A) She wants to take part in it.
(B) She thinks it is wrong.
(C) She feels it can be possible.

Module 3 • Test 2
Part B – Reading
You are going to read a text about a teen who is taking the lead.
Voice of youth
I am Gitanjali Rao, a student, an activist,
innovator and an author. I believe in the use
of empathy to advocate for a people-centred
approach to invention and problem-solving.
5 From the age of 6 or 7, I was taught to take
risks and raise my voice or try solutions if I
see something wrong. Slowly, my teachers
encouraged me and I took on some complex
problems to solve with simple solutions.
10 From cyberbullying to education equality,
I believe that each one of us can take small
steps to address these problems with whatever
talents we have. While I started slow, I made it
a mission to create global awareness of these
15 issues we face as a community. My long-term
vision is to introduce innovation tools and
techniques earlier in our education and in the
curriculum across the world so that everybody
can develop ideas and use science as a catalyst
20 for social impact and change.
Smiles affect me. They’re contagious and have a ripple effect. My innovation workshops
have already impacted over 55,000 students and have resulted in other innovations. Imagine
the ripple effect if each one of us takes our idea and solution to reality. I have received heart-
warming responses of encouragement and inspiration; these are invaluable for me.
25 Helping the community is rewarding in many ways. Things that I have taken for granted,
such as basic school necessities and qualified teachers, are not easily available everywhere.
They are a luxury. Reaching out to others helped me learn about different cultures, tolerance
levels and the value of hard work. It warms my heart to see these students’ responses that
they were unaware of certain options, resources and tools available. I learned the importance
30 of communicating effectively to diverse groups of individuals with varied backgrounds and
being humble enough to accept the fact that they have a lot to teach me. I believe we stop
growing when we stop learning. The feedback I get through social media makes me want to
do better, empathize with the needs of many who are just looking for an opportunity and
help cultivate the next generation of innovation leaders.
35 As a student with my own academic plan, time management has been tough. I am still
learning the perfect balance and do not have a magic formula. To tackle that, my future plans
include conducting more sessions, expanding the reach to more underdeveloped areas of
the world and developing local chapters that make my mission self-sustaining beyond me
and my schedule.

Module 3 • Test 2
40 I believe we have contributed to a better future for all of us. Innovation is a necessity
and not a luxury anymore, and I hope to keep taking risks and dreaming big to mandate an
innovation curriculum in our early education no matter the economic status or background
we are born into.
Gitanjali Rao
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǀŽŝĐĞƐŽĨǇŽƵƚŚ͘ŽƌŐ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶĞĐĞŵďĞƌϮϬϮϭͿ
1. Choose the best option to answer the questions about the text. [2 × 5 = 10 pontos]
1.1 What is Gitanjali’s purpose in this text?

(A) To convince young people to join her.
(B) To introduce herself and her goals.
(C) To criticize adults for not solving problems.
(D) To explain the importance of innovation.
1.2 Which is the main idea in paragraph 3?

(A) Gitanjali believes empathy helps spread causes.
(B) Gitanjali likes the feedback students give her.
(C) Gitanjali works very hard preparing workshops.
(D) Gitanjali is very popular among students.
2. Match the ideas on the left with the paragraph they refer to on the right.
You don’t need to use all the paragraphs. [5 pontos]
• paragraph 1
a. challenges I face • • paragraph 2
b. early habits • • paragraph 3
c. my privileged world • • paragraph 4
• paragraph 5
3. Find evidence in the text for the sentences below. [3 × 5 = 15 pontos]
a. Gitanjali thinks that, no matter what skills we have, we all have a say when it comes to solving
problems.
b. She believes in the importance of learning for our personal development.
c. Everyone is entitled to a curriculum that fosters innovation.

Module 3 • Test 2
4. Answer the questions using your own words. [3 × 5 = 15 pontos]
a. Why does Gitanjali think introducing innovation tools and techniques in the curriculum is essential?
b. Mention three things Gitanjali has learnt from her project.
c. Why is science so important for Gitanjali?
ϱ͘DĂƚĐŚƚŚĞǁŽƌĚƐŽŶƚŚĞůĞĨƚǁŝƚŚƚŚĞǁŽƌĚͬĞǆƉƌĞƐƐŝŽŶƚŚĞǇƌĞĨĞƌƚŽŝŶƚŚĞƚĞǆƚ͘
Two options do not apply. [5 pontos]
• 1. students
a. They (line 27) • • 2. varied backgrounds
b. they (line 29) • • 3. responses
c. they (line 31) • • 4. individuals
• 5. things she has taken for granted
a. campaign for
b. focus on

1. Choose the correct option to complete the sentences. [4 × 2 = 8 pontos]
a. Gitanjali is ƐŽͬƐƵĐŚ an amazing young girl that she was considered teen of the year.
b. She has ƐŽͬƐƵĐŚ hardworking habits that she’s able to do lots of different things.
c. She gives ƐŽͬƐƵĐŚ wonderful workshops!
d. Her last workshop was ƐŽͬƐƵĐŚ great that most teenagers didn’t want to leave.
2. Complete the sentences with be about to or be likely to and the verbs in brackets.
[3 × 2 = 6 pontos]
a. Most teenagers who attend innovation workshops (get) involved in scientific

projects.
b. Gitanjali (receive) her prize for being the teen of the year.
c. Her family has organized her a surprise party and she (come in).
3. Rewrite the sentences using conditionals and starting them as suggested. [4 × 5 = 20 pontos]
a. The problems we face today will only be solved with collaboration.

Unless .
b. Gitanjali was encouraged by her teachers. That is why she was so motivated.
If Gitanjali .
c. Problems can be solved, but young people need to be willing to get involved.
If young people .
d. They don’t try hard. That is why they don’t succeed.
Unless they .

Module 3 • Test 2
4. Complete the dialogue using the causative with have. [3 × 2 = 6 pontos]
a.ŝĚǇŽƵǁƌŝƚĞƚŚĞƉƌŽũĞĐƚǇŽƵƌƐĞůĨ͍EŽ͕/ .
b. I broke my device. I must .
c. She wrote a great article. She (publish) next month.
Your teacher has asked you to write an opinion text (120–150 words) on the topic:
Who is responsible for solving world problems: teens or adults?
Remember to:
• mention at least two reasons;
• give one example for each reason.
[60 pontos]

Module 3 • Test 2
1. ..................................................................................................................... (7 × 5 pontos) 35 pontos
3 Identifica corretamente 6 ou 7 frases. 35
Chave:
a.E^b.E^c. T d. F e. F f. T g. F
2. .............................................................................................................................................. 5 pontos
Itens 2.1
Chave C
Parte B – Leitura
1. ..................................................................................................................... (2 × 5 pontos) 10 pontos
Itens 1.1 1.2
Chave B A
2. .............................................................................................................................................. 5 pontos
Chave:
3. ..................................................................................................................... (3 × 5 pontos) 15 pontos

Chave:
a. “I believe that each one of us can take small steps to address these problems with whatever
talents we have.” (lines 10-13)
b. “I believe we stop growing when we stop learning.” (lines 31-32)
c. “mandate an innovation curriculum in our early education no matter the economic status or
background we are born into” (lines 42-43)
4. ..................................................................................................................... (3 × 5 pontos) 15 pontos

Exemplo:
a. She thinks introducing innovation tools and techniques is essential because these will provide
students with the tools to develop their life-changing ideas.
b. She has learnt about tolerance, about the importance of communication skills and about being
humble.
c. She thinks science is an engine of change, so it is a powerful means that can have a deep impact
on society.
NOTA:EĆŽƐĆŽƉĞŶĂůŝǌĂĚĂƐĂƐŝŶĐŽƌƌĞĕƁĞƐĚĞŐƌĂĨŝĂŶĆŽŝŵƉĞĚŝƚŝǀĂƐĚĂĐŽŵƉƌĞĞŶƐĆŽ͘

Module 3 • Test 2
5. .............................................................................................................................................. 5 pontos
Chave:
a. 5 b. 1 c. 4
6. ..................................................................................................................... (2 × 5 pontos) 10 pontos

Chave:
a. advocate for b. address

1. ....................................................................................................................... (4 × 2 pontos) 8 pontos
Chave:
a. such b. such c. such d. so
2. ....................................................................................................................... (3 × 2 pontos) 6 pontos

Chave:
a. are likely to get b. is about to receive c. is about to come in
3. ..................................................................................................................... (4 × 5 pontos) 20 pontos

Exemplo:
a. there is collaboration, the problems we face today will not be solved
b. hadn’t been encouraged by her teachers, she wouldn’t have been so motivated
c. are willing to get involved, problems will be solved
d. try hard, they will not succeed
4. ....................................................................................................................... (3 × 2 pontos) 6 pontos

Chave:
a. had it written b.,ĂǀĞŝƚƌĞƉĂŝƌĞĚͬĨŝǆĞĚc.ǁŝůůŚĂǀĞͬŝƐŐŽŝŶŐƚŽŚĂǀĞŝƚƉƵďůŝƐŚĞĚ

Module 3 • Test 2

Conteúdo
pretendido.

SCHOOL: Class:
Total
N.o Name 1 2 1 2 3 4 5 6 1 2 3 4 1
7×5p 5p 2×5p 5p 3×5p 3×5p 5p 2×5p 4×2p 3×2p 4×5p 3×2p 60 p
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Module 3 • Test 2
30

MATRIZ
Processos
Componentes
8 itens ϴŝƚĞŶƐͬ
A. Compreensão do oral (40 pontos) 40 pontos
4 itens 6 itens ϭϬŝƚĞŶƐͬ

B. Leitura (24 pontos) (36 pontos) 60 pontos
1 item ϭŝƚĞŵͬ
ϭϱŝƚĞŶƐͬ ϲŝƚĞŶƐͬ ϭŝƚĞŵͬ ϮϮŝƚĞŶƐͬ

dŽƚĂůĚĞŝƚĞŶƐͬƉŽŶƚŽƐ 104 pontos 36 pontos 60 pontos 200 pontos

ENGLISH TEST
Module 4 • Test 1
You are going to listen to a text about preparing students for the future world of work. 10
[8 × 5 pontos]
1.1 According to the Australian Taxation Office report, professionals in three specific sectors
(A) earn more than professionals in the other sectors.
(B) have earned more this year than in previous years.
(C) should be used as an example by career advisers.
1.2 The fourth industrial revolution has contributed to

(A) the invention of disruptive technologies.
(B) an increased duration of formal education.
(C) a fast change in the nature of work.
1.3 People whose jobs consist of doing the same task(s) over and over are most likely to
(A) become unemployed.
(B) create their own jobs.
(C) learn new skills.
1.4 The OECD thinks that employers and school career advisers should
(A) question people’s statutes.
(B) reject some stereotypes.
(C) work together in schools.
1.5 dŚĞEĂƚŝŽŶĂůĂƌĞĞƌĚƵĐĂƚŝŽŶ^ƚƌĂƚĞŐǇǁĂƐĚĞƐŝŐŶĞĚƚŽ
(A) encourage female students to follow STEM careers.
(B) help students make wiser choices for the future.
(C) provide disadvantaged students with further support.
1.6 This year’s OECD study showed that

(A) Europe is well prepared for the 21st-century world of work.
(B) disruptive technologies have shaped educational policies.
(C) industries and schools need to collaborate more in Australia.
1.7 Career development activities

(A) allow for students to choose specific future occupations.
(B) don’t have to be complex and expensive to be effective.
(C) increase students’ awareness of disruptive technologies.
1.8 Employers can help prepare students for the future by

(A) becoming involved in education.
(B) giving them a part-time job.
(C) organizing different activities.

Module 4 • Test 1
Part B – Reading
You are going to read a text on the future of jobs.
Jobs that might not exist in 50 years
In August 2020, jobless claims had been approaching 55 million in the USA, since the
start of the coronavirus pandemic. Due to a very slow recovery, it’s projected that thousands
of jobs are unlikely to ever return. In addition to fewer jobs being available in certain
sectors, other employment sectors as a whole are at risk – and many were at risk long
5 before COVID-19, as we know. The technology that makes our jobs easier may soon make
some jobs scarce. Sophisticated software, robotics, automation, artificial intelligence and
changing trends threaten the livelihoods of everyone in the same way – from taxi drivers and
restaurant servers to computer programmers and librarians. These technical innovations will
soon render many longstanding skills and trades obsolete.
10 Many of the jobs most likely to disappear are among the last well-paying jobs one
can get with only a high school diploma. Low-paying, unskilled jobs with low educational
entry barriers are most susceptible to automation. These are the jobs that robots will do.
Manufacturing will require greater technical skills to operate and programme computers.
Those who lose their jobs will largely be shut out of the high-paying, highly skilled jobs that
15 remain, many of which will go to specialists tasked with tending to and improving upon the
very machines and programmes that replaced the human workers.
Here’s a look at four careers – among many – that will probably disappear over the next
50 years.
Pilot
20 In 2016, the New York Post reported that pilots were
likely to be replaced by robots. In fact, pilots generally
assume control of their airplanes only during take-off
and landing. These tasks, however, are being taught to
computers, and it’s likely that both humans and cargo
25 will soon be shuttled around in pilotless planes. The very
thought of this happening is scary to many.

Module 4 • Test 1
Fast-food worker
Fast-food restaurants are essentially assembly lines.
Just as robots are beginning to dominate the assembly
30 lines that churn out engines, so, too, will the ones that
churn out burgers and fries. Robots will soon run the
ƐŚŽǁĂƚŽŶĞEĞǁzŽƌŬŝƚǇ^ŚĂŬĞ^ŚĂĐŬ͘
Referee
In 2018, the Daily Star predicted that giant leaps
35 in artificial intelligence would lead computers forcing
European soccer referees out of their jobs by 2030. Even
the commissioner of Major League Baseball believes that
flawlessly accurate computers will soon be available to
replace umpires.
40 Disc jockey
The DJ booth has always been one of the most
coveted spots in the nightclub. Thanks to services like
iTunes and Spotify, however, many of those booths are
already operated by computers. Many venues’ managers
45 are already asking themselves why they should pay to
hire disc jockeys to spin tunes when they could just use
their computers.
ŚƚƚƉƐ͗ͬͬƐƚĂĐŬĞƌ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶEŽǀĞŵďĞƌϮϬϮϭͿ
ϭ͘DĂƚĐŚƚŚĞǁŽƌĚƐŽŶƚŚĞůĞĨƚǁŝƚŚƚŚĞǁŽƌĚͬĞǆƉƌĞƐƐŝŽŶƚŚĞǇƌĞĨĞƌƚŽŝŶƚŚĞƚĞǆƚ͘
Two options do not apply. [2 × 6 pontos]
1.1 The word “that”, in these lines, refers to:

• 1. human workers
a. that (line 5) • • 2. jobs
b. that (line 12) • • 3. machines and programmes
c. that (line 16) • • 4. robots
• 5. technology

• 1. airplanes
a. their (line 22) • • 2. jobs
b. their (line 36) • • 3. managers
c. their (line 47) • • 4. pilots
• 5. referees

Module 4 • Test 1
Ϯ͘DĂƚĐŚƚŚĞǁŽƌĚƐŽŶƚŚĞůĞĨƚǁŝƚŚƚŚĞǁŽƌĚͬĞǆƉƌĞƐƐŝŽŶƚŚĞǇƌĞĨĞƌƚŽŝŶƚŚĞƚĞǆƚ͘
• 1. exactly
a. very (line 2) • • 2. extremely
b. very (line 16) • • 3. mere
c. very (line 25) • • 4. same
• 5. true
[4 × 6 pontos]
3.1 The word “projected” (line 2), means

(A) budgeted.
(B) designed.
(C) estimated.
(D) planned.

(A) jobless claims were at their highest in August 2020.
(B) the types of jobs which will be lost are similar.
(C) technology will make many workers redundant.
(D) jobs lost during the pandemic won’t come back.
3.3 In paragraph 2, the author implies that

(A) academic degrees will be very important to get a job.
(B) jobs that pay well are at higher risk of disappearing.
(C) specialists will take the places of unskilled workers.
(D) urban workers will be less affected by automation.
3.4 In this text, the writer’s main purpose is to emphasize how

(A) high unemployment rates will be in the future.
(B) technology impacts certain jobs.
(C) important formal education is to have good jobs.
(D) the pandemic impacted the world of work.
4. Complete the sentences according to paragraphs 4 to 7. Use no more than three

words in each space. [2 × 6 pontos]
a.EĞŝƚŚĞƌƉŝůŽƚƐŶŽƌĨĂƐƚͲĨŽŽĚǁŽƌŬĞƌƐǁŝůů robots.
b. Both referees and disc jockeys will to computers.

Module 4 • Test 1
5. Read the following paragraph about robots that are replacing fast-food workers at a new
Shake Shack. Three sentences have been removed from it. Choose from sentences 1 to 5
the one which fits each gap. Two sentences do not apply. [6 pontos]
Robots are replacing fast-food workers
It’s the future of fast-food bytes in the Big Apple. Robots will replace humans and cash
won’t be accepted at a soon-to-open Shake Shack in the East Village, representatives for
the popular burger chain said Monday. a.
. However, there’s one exception to this – workers dubbed
“hospitality champs” will guide diners through possible tech glitches as they place orders at
the kiosks. b. .
In addition to these innovations, buzzers at the burger joint will be replaced by text
messages to alert diners when their food is ready. c.
. By doing so, Shake Shack aims to further support ongoing
digital innovation.
ŚƚƚƉƐ͗ͬͬŶǇƉŽƐƚ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶEŽǀĞŵďĞƌϮϬϮϭͿ
1. Believe it or not, this staff will be paid an incredible minimum of $15 an hour to do it.
2. In the future, the chain also plans to offer more of these computer-based solutions for high-
speed delivery and innovative packaging.
3. E
ŽŶĞƚŚĞůĞƐƐ͕ƚŚĞŶĞǁ^ŚĂŬĞ^ŚĂĐŬǁŝůůŚĂǀĞĚŝŶŝŶŐƌŽŽŵƐĂŶĚǁĂŝƚŝŶŐĂƌĞĂƐƐŝŵŝůĂƌƚŽŽƚŚĞƌ
EĞǁzŽƌŬŝƚǇďƌĂŶĐŚĞƐ͘
4. Surprising as it may seem, Shake Shack is far from being the only restaurant chain that will soon
go cashless.
5. Thanks to this, there won’t be human employees, and customers will only be able to place and
pay for orders via an app or at touch-screen kiosks.

1. Rewrite the sentences using the correlative conjunctions in brackets.
Make the necessary changes. [4 × 5 pontos]
a. In my opinion, the future world of work is daunting and exciting at the same time. (both… and)
b. Michael’s job doesn’t pay well and it doesn’t allow him to have a second job either. (neither… nor)
c. Mary and Jane love their jobs and they also enjoy being volunteers at the soup kitchen.
(not only… but also)
d. Yesterday, Timothy arrived late at work because one of two things happened: he fell asleep or
he missed the bus. I don’t know which. (either… or)

Module 4 • Test 1
2. Complete each of the spaces in the paragraph below with a partitive (for example: piece, part…).
[5 × 2 pontos]
According to a a. of news I read yesterday, a significant b. of the postal

service workforce will lose their jobs, and they will need more than just a c. of luck to be
able to find new ones. They need to learn new skills, which, hopefully, they will view as a d.
of fresh air, and they will probably lose more than a e. of sleep thinking about their future.
3. Complete the sentences with the correct adjective + preposition from the box. [5 × 2 pontos]
amazed at engaged in protected from proud of worried about
a. Young people are their future because they don’t know if they will find a good job.
b. Experts believe that workers must become lifelong learning or else they will have
a hard time maintaining their jobs.
c. Highly-skilled jobs seem to be the devastating impact of automation.
d. During job interviews, interviewers always become how skilled she is. It seems
almost unbelievable that she hasn’t found a job yet.
e. Some employers are paying their employees much better than average because it
makes them feel pleased and satisfied.
Education systems need to change in order to mitigate the impact of automation on the future
world of work. Write an argumentative text (120–150 words) for the school newsletter on the
topic.
Remember to:
• provide two arguments for and two arguments against;
• back them up with examples.
[60 pontos]

Module 4 • Test 1
1.1 a 1.8 .……………………………………………………...............................................…… (8 × 5 pontos) 40 pontos
Itens 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

Chave A C A B B C B A
Parte B – Leitura
1.1 e 1.2............................................................................................................. (2 × 6 pontos) 12 pontos
Chave:
1.1 a. 5 b. 2 c. 3
1.2 a. 4 b. 5 c. 3
2. .............................................................................................................................................. 6 pontos
Chave:
a. 2 b. 4 c. 3
3.1 a 3.4 ………………..……………................................................………………………… (4 × 6 pontos) 24 pontos

Itens 3.1 3.2 3.3 3.4
Chave C C A B
4. ………………..……………................................................……………………………..….… (2 × 6 pontos) 12 pontos

palavras sugerido.
Exemplo:
a. escape competition from
b. lose their jobs
5. .............................................................................................................................................. 6 pontos
Chave:
a. 5 b. 1 c. 2

1. ..................................................................................................................... (4 × 5 pontos) 20 pontos
Chave:
a. In my opinion, the future world of work is both daunting and exciting.
b. Michael’s job neither pays well nor allows him to have a second job.
c. Mary and Jane not only love their jobs but they also enjoy being volunteers at the soup kitchen.
d. Yesterday, Timothy arrived late at work because either he fell asleep or missed the bus.

Module 4 • Test 1
2. ..................................................................................................................... (5 × 2 pontos) 10 pontos

Chave:
a. piece b. part c. stroke d. breath e. night
3. ..................................................................................................................... (5 × 2 pontos) 10 pontos

Chave:
a. worried about b. engaged in c. protected from d. amazed at e. proud of

Conteúdo
pretendido.

SCHOOL: Class:
Total
N.o Name 1 1 2 3 4 5 1 2 3 1
8×5p 2×6p 6p 4×6p 2×6p 6p 4×5p 5×2p 5×2p 60 p
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Module 4 • Test 1
29

30
MATRIZ
Processos
Componentes
1 item 7 itens ϴŝƚĞŶƐͬ

4 itens 6 itens ϭϬŝƚĞŶƐͬ

B. Leitura (24 pontos) (36 pontos) 60 pontos
1 item ϭŝƚĞŵͬ
ϭŝƚĞŵͬ ϭϰŝƚĞŶƐͬ ϲŝƚĞŶƐͬ ϭŝƚĞŵͬ ϮϮŝƚĞŶƐͬ


ENGLISH TEST
Module 4 • Test 2
You are going to listen to a text about what should be done to face the changing world of work. 11
[8 × 5 pontos]
1.1 Work patterns have changed particularly fast in the past ____ months.
(A) 8
(B) 18
(C) 80
1.2 Dan Schawbel says companies’ leaders should

(A) assess employees’ skills regularly.
(B) remain fast, flexible and precise in their decisions.
(C) know when and what to do at all times.
1.3 Peter Harte states companies need to make sure that employees
(A) both work and are assessed digitally.
(B) have what is needed to work remotely.
(C) use technology to have better lives.
1.4 According to Dan Schawbel, employees’ voices

(A) are increasingly important and all should be heard.
(B) have not been heard often enough recently.
(C) should be heard by everyone in the company.
1.5 The Workforce Institute report on employee voice stated that, in the UK,
(A) most employees think employers are unfair.
(B) organizations treat people unfairly and differently.
(C) undervaluation is linked to underrepresentation.
1.6 Both Dan Schawbel and Peter Harte think that

(A) regular surveys are effective in hearing employees’ voices
(B) organizations need stronger teams to be able to thrive.
(C) people-oriented companies are based on technology.
1.7 The Workplace Intelligence survey concluded that

(A) more than half of employees prefer the way things are now.
(B) most of the employees prefer to work with new technologies.
(C) many employees wanted quicker answers from their employers.
1.8 At the end, we get to know that

(A) employers need employees now more than before.
(B) organizations have to consider employees’ needs.
(C) we can’t predict what it will take to be successful.

Module 4 • Test 2
Part B – Reading
You are going to read a text about the future of jobs.
So long nine-to-five: how the idea of

work-life balance has changed forever
by Helena Pozniak
The pandemic was able to shift the conversation around flexible working from workplaces
to everywhere. It also moved this conversation forward by about 10 years, say experts. But
where do we go from here?
“The boundaries of nine-to-five are long, long gone. The pandemic just accelerated the
5 flexibility that was happening anyway, and it will increase from now on. Employees can be
more authentic, be themselves,” says Cecile Leroux, a workforce expert who is speaking from
a wood-beamed farmhouse kitchen in Provence, where the Internet connection is decent
and she has opted to spend a month.
But the flexibility afforded by technology hasn’t been entirely beneficial, says Leroux.
10 Some remote workers are struggling to create boundaries, whether in time, in space or in
ƚŚĞŝƌŚĞĂĚƐ͘ EĞǁƐƉĂƉĞƌŚĞĂĚůŝŶĞƐ ǁĂƌŶƚŚĂƚďƵƌŶŽƵƚ ŝƐ ŶŽǁĐŽŵŵŽŶ ĂŶĚ ǁŽƌŬŝŶŐŚŽƵƌƐ
have increased. “Employers must help staff put life before work, or this level of burnout will
continue,” says Leroux. “That’s why we need a change to what we call life-work technology,
which allows an awareness of people’s quality of life.”
15 “We need to remind organizations of the flexibility which existed prior to the pandemic,
and then explore how to go beyond that, looking at job design to incorporate greater
flexibility,” she says. The use of technology, which is part of that flexibility, can allow staff
to feel more engaged and to collaborate more easily. Online meetings have allowed more
people to be included, and remote working definitely helps employees who feel marginalized
20 in an office.

Module 4 • Test 2
But will this shift make for a healthier work-life balance? According to Leroux, rather than
seeking an artificial division, we should be looking at overall satisfaction, the ability to deal
with the demands of work and of life outside work. “It’s the ability to devote the time and
energy you want to all those different elements,” she says. This is what Leroux means when
25 she refers to “life-work”, rather than the more frequently used “work-life”. She explains life-
work as “acknowledging you have a life and it’s not just about work.”
This is particularly pertinent for frontline staff who work hourly shift after hourly shift
and must be present to do their jobs. While they may not be able to benefit from remote
working, it is possible for employers to provide them with not only more control over their
30 schedules, but also greater flexibility, which is what they want for now. This type of control
and flexibility is something “organizations are going to have to get creative at offering,”
says Leroux. And, while technology won’t create flexibility alone, she adds, it can make a
difference if used well.
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ƚŚĞŐƵĂƌĚŝĂŶ͘ĐŽŵ;ĂĚĂƉƚĞĚ͖ĂĐĐĞƐƐĞĚŝŶEŽǀĞŵďĞƌϮϬϮϭͿ
ϭ͘DĂƚĐŚƚŚĞǁŽƌĚƐŽŶƚŚĞůĞĨƚǁŝƚŚƚŚĞǁŽƌĚͬĞǆƉƌĞƐƐŝŽŶƚŚĞǇƌĞĨĞƌƚŽŝŶƚŚĞƚĞǆƚ͘dǁŽŽƉƚŝŽŶƐĚŽ
not apply. [2 × 6 pontos]
1.1 The word “who”, in these lines, refers to:

• 1. employees
a. who (line 6) • • 2. employers
b. who (line 19) • • 3. frontline staff
c. who (line 27) • • 4. people
• 5. workforce expert
1.2 The word “which”, in these lines, refers to:

• 1. awareness
a. which (line 14) • • 2. flexibility
b. which (line 15) • • 3. life-work technology
c. which (line 17) • • 4. pandemic
• 5. use of technology
2. Match each word on the left with the word on the right that can replace it in the text.
• 1. vary
a. shift (line 1) • • 2. period
b. shift (line 21) • • 3. modification
c. shift (line 27) • • 4. exchange
• 5. displace

Module 4 • Test 2
[5 × 6 pontos]
3.1 The word “afforded” (line 9), means

(A) bore.
(B) paid for.
(C) provided.
(D) purchased.
3.2 From paragraph 2, we can infer that

(A) Cecile Leroux won’t work at an office anymore.
(B) many employees will have to work longer hours.
(C) people won’t have the chance to work nine to five.
(D) there will be more flexible work arrangements.
3.3 In paragraph 3, Cecile Leroux implies that

(A) burnout may cause absenteeism if left untreated.
(B) life-work technology will improve workers’ lives.
(C) remote work has more drawbacks than benefits.
(D) workers must fight for reduced working hours.
3.4 According to paragraph 4,

(A) if you use technology, you will feel engaged.
(B) if you use technology, you will feel included.
(C) remote working and flexibility increase inclusion.
(D) remote working and flexibility mean the same.
3.5 In this text, the writer’s main purpose is to

(A) stress the importance of remote working and flexibility.
(B) show the differences between work-life and life-work.
(C) persuade employers and employees to avoid burnout.
(D) explain and exemplify the meaning of work-life balance.
4. Complete the sentences according to paragraphs 5 to 6.

Use between three and five words in each space. [2 × 6 pontos]
a. When we use the expression “life-work” instead of “work-life”, we want people to get the
message that .
b. Frontline staff would like to have more .

Module 4 • Test 2

1. Complete each of the spaces in the paragraph below with a partitive (for example: cup, slice…).
[5 × 2 pontos]
For me, it’s a a. of respect when employers allow employees to have a good life-work
balance. Provided that we do our b. of work in time, we should be able to enjoy our
lives and have a c. of fun. I believe this will be much more common in the future.
Workers will be able to go out for a d. of coffee or a e. of pizza with
their family and friends more often.
2. Rewrite the sentences using the correlative conjunctions in brackets. Make the necessary
changes. [4 × 5 pontos]
a. According to some experts, flexibility should be compulsory for employers and optional for
employees. (both… and)
b. The idea of working remotely isn’t appealing to many of my friends and it isn’t appealing to
me either. (neither… nor)
c. Frontline staff would like to have more control over their schedules and also greater flexibility.
(not only… but also)
d. Remote workers are more likely to feel extremely tired for one of two reasons: working longer
hours or not having enough rest. (either… or)
3. Complete the sentences with the correct adjective + preposition from the box. [5 × 2 pontos]
afraid of brilliant at interested in sorry about terrible at
a. Frontline staff are saying no when employers ask them for help even though they
might be feeling extremely tired. They always say yes.
b. I'm just not having been able to help her choose the best work arrangement.
c. I've always been losing my job if I ever told my manager I would rather work from
home.
d. Many people are starting their own business because they don’t like the thought
of having to follow someone’s orders.
e. Some employees are maintaining the perfect life-work balance. They manage to do
everything and never get stressed.

Module 4 • Test 2
Your English teacher wants to know what your favourite flexible work arrangement is. Write a
descriptive text (120–150 words) about it.
Remember to:
• provide three details;
• illustrate each of them with examples.
[60 pontos]

Module 4 • Test 2
1.1 a 1.8 .……………………………………………………...............................................…… (8 × 5 pontos) 40 pontos
Itens 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

Chave A A A A B C B B
Parte B – Leitura
1.1 e 1.2 .……………………………………………………...............................................…… (2 × 6 pontos) 12 pontos
Chave:
1.1 a. 5 b. 1 c. 3
1.2 a. 3 b. 2 c. 5
2. .............................................................................................................................................. 6 pontos
Chave:
a. 5 b. 3 c. 2
3.1 a 3.5 .……………………………………………………...............................................…… (5 × 6 pontos) 30 pontos
Itens 3.1 3.2 3.3 3.4 3.5

Chave C D B C A
4. ..................................................................................................................... (2 × 6 pontos) 12 pontos

palavras sugerido.
Exemplo:
a. life is more than work
b. control and flexibility

1. ………………..……………................................................……………………………..….… (5 × 2 pontos) 10 pontos
Exemplo:
a. sign b. share c. bit d. cup c. slice

Module 4 • Test 2
2. ………………..……………................................................……………………………..….… (4 × 5 pontos) 20 pontos

Chave:
a. According to some experts, flexibility should be both compulsory for employers and optional for
employees.
b. The idea of working remotely is appealing neither to many of my friends nor to me.
c. Frontline staff would like to have not only more control over their schedules, but also greater
flexibility.
d. Remote workers are more likely to feel extremely tired either because they work longer hours or
because they don’t have enough rest.
3. ………………..……………................................................……………………………..….… (5 × 2 pontos) 10 pontos

Chave:
a. terrible at b. sorry about c. afraid of d. interested in e. brilliant at

Conteúdo
pretendido.

SCHOOL: Class:
Total
N.o Name 1 1 2 3 4 1 2 3 1
8×5p 2×6p 6p 5×6p 2×6p 5×2p 4×5p 5×2p 60 p
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Module 4 • Test 2
29
30

II. Guiões de interação
e produção orais

Guião de interação e produção orais
11.o ano • Módulo 1: “O jovem e o consumo”
ƌĞĂƐƚĞŵĄƟĐĂƐͬƐŝƚƵĂĐŝŽŶĂŝƐ
O Jovem e o Consumo: hábitos de consumo; ética da produção e comercialização de bens.
Informações prévias
• Este guião está dividido em três partes, a que correspondem atividades de interação (professor-
aluno), produção (individual) e interação (aluno-aluno).
• Os professores não devem introduzir quaisquer alterações ao guião.
• Se possível, os professores devem aplicar o guião a cada par de alunos sem estarem na presença
dos restantes elementos da turma e deverá estar presente um professor classificador, cuja função
será apenas classificar.
• Os tempos apresentados são uma referência para a duração da aplicação do guião.
Instruções gerais
• Caso os alunos ultrapassem o tempo previsto, o professor deve interrompê-los, dizendo:
Thank you.
• Caso os alunos falem baixo, o professor deve dizer: I’m sorry, but I can’t hear you. Could you
speak louder, please?;ƐƚĞƉĞĚŝĚŽƉŽĚĞƐĞƌƌĞƉĞƟĚŽĂŽůŽŶŐŽĚĞƚŽĚŽŽŐƵŝĆŽ͕ƐĞŶĞĐĞƐƐĄƌŝŽ͘Ϳ

1.a PARTE
Intervenientes
Descrição das atividades
e tempos
Professor [O professor dirige-se aos dois alunos, em simultâneo.]
'ŽŽĚŵŽƌŶŝŶŐͬĂĨƚĞƌŶŽŽŶ͘
First, I’m going to ask each of you some questions.
Professor So, [nome do aluno A],

Aluno A •ŽǇŽƵĐŽŶƐŝĚĞƌƚŚĂƚǇŽƵĐŽŶƚƌŝďƵƚĞƚŽƚŚĞĐŽŶƐƵŵĞƌŝƐƚƐŽĐŝĞƚǇ͍;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
нͬͲϭ͛ • Have you ever bought a product which you didn’t actually need? (What was it?)
;tŚǇ͍Ϳͬ;tŚǇŶŽƚ͍Ϳ
• In your opinion, how important is it to be able to go shopping whenever you want?
(Why?)
• Tell me about the last time you went shopping.
Professor Thank you.
Professor And you, [nome do aluno B],

Aluno B • Do you prefer to go shopping alone or with your friends or family? (Why?)
нͬͲϭ͛ • In your opinion, do people nowadays worry about the quality of the products
they buy? (Why?)
• What is the most important skill you think today’s consumers should develop?
• Tell me about the last time you decided not to buy something.

That is the end of part 1.
Instruções específicas
• O professor deve seguir a ordem das perguntas apresentadas. Caso o aluno antecipe respostas a
perguntas previstas, o professor não deve fazê-las.
• Mesmo que não tenham sido feitas todas as perguntas, o professor deve dar por terminada esta parte
assim que o aluno usar o tempo previsto.

2.a PARTE
Intervenientes
e tempos
I’m going to give each of you two photographs. I’d like you to talk about your photographs
on your own for about one minute, and also to answer a question related to your
ƉĂƌƚŶĞƌ͛ƐƉŚŽƚŽŐƌĂƉŚƐ͘zŽƵŵƵƐƚŶ͛ƚŝŶƚĞƌƌƵƉƚǇŽƵƌƉĂƌƚŶĞƌǁŚŝůĞŚĞͬƐŚĞŝƐƐƉĞĂŬŝŶŐ͘
You have a maximum of 15 seconds to look at the photographs.
[Nome do aluno B], it’s your turn first. Here are your photographs. [O professor entrega o
conjunto de fotografias 1 ao aluno B.] They show different environmental problems.
Aluno B
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and say what environmental problems can be
caused by consumerism.
Aluno B
нͬͲϭ͛

[Nome do aluno A], which of these environmental problems do you think is the most
serious? (Why?)
Aluno A
нͬͲϭϱ͛͛
Professor Thank you. Can I have the photographs, please?

[O professor recolhe o conjunto de fotografias 1.]
EŽǁ͕[nome do aluno A], here are your photographs.

[O professor entrega o conjunto de fotografias 2 ao aluno A.]
They show different situations in which consumerism can impact on people’s lives.
Aluno A
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and say in what situations consumerism can
impact on people’s lives.
Aluno A
нͬͲϭ͛

[Nome do aluno B], which of these situations do you think is the most serious? (Why?)
Aluno B
нͬͲϭϱ͛͛

• Caso o discurso do aluno seja insuficiente, revele pouco conteúdo ou o aluno tenha dificuldade em começar a falar,
o professor deve ajudá-lo, fazendo algumas das perguntas seguintes:
• What are the differences between the photographs?
• What about the similarities?
• What do you mean?
• Can you expand on that?
• Caso o aluno se afaste do tema, o professor deve relembrar-lhe a tarefa, dizendo: Remember you have to…
[O professor repete a instrução.]
• Caso o aluno ultrapasse o tempo previsto, o professor deve interrompê-lo, dizendo: Thank you.

3.a PARTE
Intervenientes
e tempos
EŽǁ͕/͛ĚůŝŬĞǇŽƵƚŽƚĂůŬĂďŽƵƚƐŽŵĞƚŚŝŶŐƚŽŐĞƚŚĞƌĨŽƌĂďŽƵƚƚǁŽŵŝŶƵƚĞƐ͘
I’d like you to imagine that I have asked you to discuss the strategies people can use to
fight consumerism.
Here are some strategies that you should consider and a question for you to discuss.
First, you have a maximum of 15 seconds to look at the task.
[O professor entrega o documento aos alunos.]
Alunos
нͬͲϭϱ͛͛
Professor EŽǁ͕ƚĂůŬƚŽĞĂĐŚŽƚŚĞƌĂďŽƵƚwhat strategies people can use to fight consumerism.
Alunos
нͬͲϮ͛
Professor dŚĂŶŬǇŽƵ͘EŽǁ͕ǇŽƵŚĂǀĞĂďŽƵƚŽŶĞŵŝŶƵƚĞƚŽĚŝƐĐƵƐƐwhich strategy is the most

effective and why.
Alunos
нͬͲϭ͛
Professor Thank you. Can I have the handout, please? [O professor recolhe o documento.]
That is the end of your test.
• Caso nenhum dos alunos tome a iniciativa e tenham decorrido mais de 15 segundos, o professor deve repetir as
instruções ou dizer: Could you start, please?
• Caso os alunos não interajam entre si, o professor deve lembrá-los de que devem fazê-lo, dizendo: Remember you
have to talk to each other.
• Caso um aluno fale muito mais do que outro, o professor deve tentar equilibrar as suas intervenções, dizendo:
Remember both of you have to talk.
• Caso os alunos se afastem do tema, o professor deve lembrar-lhes a tarefa, dizendo: Remember you have to…

2.a PARTE
Set 1
What environmental problems can be caused by consumerism?

2.a PARTE
Set 2
In what situations can consumerism impact on people’s lives?

3.a PARTE
Borrowing

instead of buying
Replacing shopping
with hobbies
What strategies can people
use to fight consumerism?
Practising minimalism Avoiding sales traps
Thinking
before buying
11.o ano • Módulo 2: “O mundo à nossa volta”
KDƵŶĚŽăEŽƐƐĂsŽůƚĂ͗ĂŵĞĂĕĂƐĂŽĂŵďŝĞŶƚĞ͖ƋƵĞƐƚƁĞƐĚĞŵŽŐƌĄĨŝĐĂƐ͘
Instruções gerais
Thank you.

1.a PARTE
Intervenientes
e tempos

Aluno A •ŽǇŽƵĐŽŶƐŝĚĞƌǇŽƵƌƐĞůĨƚŽďĞĞŶǀŝƌŽŶŵĞŶƚĂůůǇĨƌŝĞŶĚůǇ͍;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
нͬͲϭ͛ •,ĂǀĞǇŽƵĞǀĞƌĨĞůƚǇŽƵǁĞƌĞŚĂƌŵŝŶŐƚŚĞĞŶǀŝƌŽŶŵĞŶƚ͍;tŚĂƚĚŝĚǇŽƵĚŽ͍Ϳ;tŚǇ͍Ϳͬ
(What would you have done if you did?) (Why?)
• In your opinion, how important is it for students to learn environmental education
at school? (Why?)
• Tell me about the last time you were worried about an environmental problem.

Aluno B • In your opinion, do people nowadays worry about the impact their actions have on
нͬͲϭ͛ the environment? (Why?)
•,ĂǀĞǇŽƵĞǀĞƌƚŚŽƵŐŚƚŽĨũŽŝŶŝŶŐĂŶĞŶǀŝƌŽŶŵĞŶƚĂůŽƌŐĂŶŝǌĂƚŝŽŶ͍;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
• Do you think it is important for families to talk about environmental problems at
home? (Why?)
• Tell me about the last time you decided to do something to help the planet.


2.a PARTE
Intervenientes
e tempos
[Nome do aluno B], it’s your turn first. Here are your photographs. [O professor entrega o
conjunto de fotografias 1 ao aluno B.]
They show different actions that can help the environment.
Aluno B
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and say in what ways these actions can help the
environment.
Aluno B
нͬͲϭ͛

[Nome do aluno A], which of these actions do you think is the most effective? (Why?)
Aluno A
нͬͲϭϱ͛͛


They show different types of pollution that can impact on people’s lives.
Aluno A
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and say in what ways these types of pollution
can impact on people’s lives.
Aluno A
нͬͲϭ͛

[Nome do aluno B], which of these types of pollution do you think is the most serious?
(Why?)
Aluno B
нͬͲϭϱ͛͛


3.a PARTE
Intervenientes
e tempos
I’d like you to imagine that I have asked you to discuss how environmental problems
damage the planet.
Here are some problems that you should consider and a question for you to discuss.
Alunos
нͬͲϭϱ͛͛
Professor EŽǁ͕ƚĂůŬƚŽĞĂĐŚŽƚŚĞƌĂďŽƵƚhow these environmental problems damage the planet.
Alunos
нͬͲϮ͛
Professor dŚĂŶŬǇŽƵ͘EŽǁ͕ǇŽƵŚĂǀĞĂďŽƵƚŽŶĞŵŝŶƵƚĞƚŽĚŝƐĐƵƐƐwhich problem damages the

planet the most and why.
Alunos
нͬͲϭ͛

2.a PARTE
Set 1
In what ways can these actions help the environment?

2.a PARTE
Set 2
In what ways can these types of pollution impact on people’s lives?

3.a PARTE
Land contamination
Biodiversity loss
How do these environmental
problems damage the planet?
Deforestation Overpopulation
Global warming

11.o ano • Módulo 3: “Um mundo de muitas culturas”
Um Mundo de Muitas Culturas: diversidade de culturas de expressão inglesa; sociedade multicultural;
movimentos e organizações de ação social e voluntariado.
Instruções gerais
Thank you.

1.a PARTE
Intervenientes
e tempos

Aluno A • In your opinion, how different are your habits and customs from those of
нͬͲϭ͛ immigrants who have lived in Portugal for many years? (Why?)
• Who do you think is more affected by discrimination: young people or adults?
(Why?)
• Have you ever considered yourself to be more respectful of other cultures than
ŽƚŚĞƌƉĞŽƉůĞ͍;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
• Tell me about how young people can promote respect for other cultures.

Aluno B •,ĂǀĞǇŽƵĞǀĞƌĨĞůƚĂŶǇƚǇƉĞŽĨĚŝƐĐƌŝŵŝŶĂƚŝŽŶ͍;,ŽǁĚŝĚǇŽƵƌĞĂĐƚ͍Ϳ;tŚǇ͍Ϳͬ;,Žǁ
нͬͲϭ͛ would you have reacted if you had?) (Why?)
• In your opinion, how important is it for students to learn multicultural education
at school? (Why?)
• Do you usually go out with people who have different cultural backgrounds?
;tŚĂƚĚŽǇŽƵĚŽƚŽŐĞƚŚĞƌ͍Ϳͬ;tŽƵůĚǇŽƵůŝŬĞƚŽ͍Ϳ;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
• Tell me about a culture you would like to know more about. (Why?)


2.a PARTE
Intervenientes
e tempos
[Nome do aluno B], it’s your turn first. Here are your photographs. [O professor entrega
a fotografia 1 ao aluno B.] They show different types of contexts in which leaders
can fight against religious discrimination.
Aluno B
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and say how leaders can fight against religious
discrimination.
Aluno B
нͬͲϭ͛
[Nome do aluno A], which leaders do you think are the most effective in fighting against
religious discrimination: political or religious? (Why?)
Aluno A
нͬͲϭϱ͛͛
They show different types of contexts in which society can fight against cultural
discrimination.
Aluno A
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and say how society can fight against cultural
discrimination.
Aluno A
нͬͲϭ͛

[Nome do aluno B], which of these types of contexts do you think is the most relevant?
(Why?)
Aluno B
нͬͲϭϱ͛͛

3.a PARTE
Intervenientes
e tempos
I’d like you to imagine that I have asked you to discuss the advantages of living
in a multicultural society.
Here are some advantages that you should consider and a question for you to discuss.
Alunos
нͬͲϭϱ͛͛
Professor EŽǁ͕ƚĂůŬƚŽĞĂĐŚŽƚŚĞƌĂďŽƵƚwhat the advantages are of living in a multicultural

society.
Alunos
нͬͲϮ͛͛
Professor dŚĂŶŬǇŽƵ͘EŽǁ͕ǇŽƵŚĂǀĞĂďŽƵƚŽŶĞŵŝŶƵƚĞƚŽĚŝƐĐƵƐƐwhich advantage is the biggest

and why.
Alunos
нͬͲϭ͛

2.a PARTE
Set 1
How can leaders fight against religious discrimination?

2.a PARTE
Set 2
How can society fight against cultural discrimination?

3.a PARTE

Less prejudice and
More acceptance stereotyping
and respect What are the advantages of
living in a multicultural society?
Broader variety Wider musical

of cuisines diversity
Increased
multicultural
awareness
11.o ano • Módulo 4: “O mundo do trabalho”
O Mundo do Trabalho: o mundo do trabalho em mudança; o jovem perante as mudanças.
Instruções gerais
Thank you.

1.a PARTE
Intervenientes
e tempos

Aluno A • What is your dream job? (Why?)
нͬͲϭ͛ •ŽǇŽƵƚŚŝŶŬŝƚǁŝůůďĞĞĂƐǇĨŽƌǇŽƵƚŽŚĂǀĞƚŚĂƚũŽďŝŶƚŚĞĨƵƚƵƌĞ͍;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
• In your opinion, how important is it for students to learn employability skills at
school, such as decision-making and planning? (Why?)
• Tell me about your most important concern about the future world of work. (Why?)

Aluno B • In your opinion, do young people nowadays worry about developing the skills they
нͬͲϭ͛ ŶĞĞĚĨŽƌĂĨƵƚƵƌĞũŽď͍;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
• Have you ever thought of volunteering to help you develop the skills you need for a
ĨƵƚƵƌĞũŽď͍;tŚǇ͍ͬtŚǇŶŽƚ͍Ϳ
• Do you think it is important for families to help young people choose a future job?
(Why?)
• Tell me about a job you wouldn’t like to have in the future. (Why?)


2.a PARTE
Intervenientes
e tempos
[Nome do aluno B], it’s your turn first. Here are your photographs.
[O professor entrega o conjunto de fotografias 1 ao aluno B.]
They show different types of areas where people can work.
Aluno B
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and say what the advantages and
disadvantages are of working in these types of areas.
Aluno B
нͬͲϭ͛

[Nome do aluno A], in which of these areas would you prefer to work? (Why?)
Aluno A
нͬͲϭϱ͛͛


They show different types of places where people can work.
Aluno A
нͬͲϭϱ͛͛
Professor I’d like you to compare the photographs, and what the advantages and disadvantages
are of working in these types of places.
Aluno A
нͬͲϭ͛

[Nome do aluno B], in which of these places would you prefer to work? (Why?)
Aluno B
нͬͲϭϱ͛͛


3.a PARTE
Intervenientes
e tempos
I’d like you to imagine that I have asked you to discuss jobs that may be challenging.
Here are some jobs that you should consider and a question for you to discuss.
Alunos
нͬͲϭϱ͛͛
Professor EŽǁ͕ƚĂůŬƚŽĞĂĐŚŽƚŚĞƌĂďŽƵƚwhy these jobs may be challenging.
Alunos
нͬͲϮ͛
Professor dŚĂŶŬǇŽƵ͘EŽǁ͕ǇŽƵŚĂǀĞĂďŽƵƚĂŵŝŶƵƚĞƚŽĚŝƐĐƵƐƐwhich job is the most challenging

and why.
Alunos
нͬͲϭ͛

2.a PARTE
Set 1
What are the advantages and disadvantages of working in these types of areas?

2.a PARTE
Set 2
What are the advantages and disadvantages of working in these types of places?

3.a PARTE
Dentist
Pilot
Why may these jobs
be challenging?
Fashion model Sales manager
Psychologist

ƌŝƚĠƌŝŽƐĚĞĐůĂƐƐŝĮĐĂĕĆŽĞĚĞƐĐƌŝƚŽƌĞƐ
Níveis de
proficiência
Excelente Bom Suficiente Insuficiente
Critérios
40 30 20 10
• Usa um conjunto • Usa um conjunto • Usa um conjunto • Usa um conjunto
amplo e variado de variado de recursos limitado de recursos muito limitado de
recursos linguísticos linguísticos simples linguísticos simples recursos linguísticos
Âmbito simples e complexos e complexos e e nem sempre simples, muitas vezes
e adequados para adequados para adequados para repetidos e nem
exprimir as ideias. exprimir as ideias. exprimir as ideias. sempre adequados
para exprimir as
ideias.
40 30 20 10
• O discurso é • O discurso é • O discurso tem • O discurso tem
quase sempre geralmente erros e há alguma erros numerosos
gramaticalmente gramaticalmente interferência da língua e interferência da
correto. correto. materna, que, em língua materna, que
• Os erros pontuais • Os erros pontuais geral, não impedem a podem impedir a
não impedem a não impedem a compreensão. compreensão.
Correção compreensão. compreensão. • A pronúncia é por • A pronúncia é
• A interferência da • A interferência da vezes pouco clara, muitas vezes o que
língua materna é língua materna é mas, em geral, pode dificultar a
mínima. mínima. compreensível. compreensão.
• A pronúncia é clara e • A pronúncia é
compreensível. geralmente clara e
compreensível.
40 30 20 10
• O discurso é fluente • O discurso é fluente • O discurso é • O discurso é muitas
e natural, com bom e natural, com bom razoavelmente vezes hesitante.
ritmo. ritmo. fluente. • Há pausas frequentes
Fluência • As pausas e as • As pausas e as • O ritmo e a fluência ou frases incompletas.
hesitações são hesitações ocasionais são por vezes
pontuais. não impedem a quebrados por pausas
fluência. e hesitações.
40 30 20 10
• Consegue facilmente • Consegue manter • Consegue manter • Mantém uma conversa
manter uma conversa uma conversa ou uma uma conversa ou ou uma discussão com
ou uma discussão. discussão dentro de uma discussão com hesitações ou com
• Os argumentos e as temas que domina. algumas hesitações muitas dificuldades.
ideias são adequados, • Os argumentos e as dentro de temas que • Repete ou reformula
claros e pertinentes. ideias são geralmente domina. um número limitado
Desenvolvimento • Usa elementos de adequados, claros e • Os argumentos e as de argumentos ou
coesão adequados e pertinentes. ideias são geralmente ideias, nem sempre
temático
variados para ligar as • Usa elementos de adequados e adequados.
ideias. coesão adequados e pertinentes embora • O discurso é por vezes
variados para ligar as nem sempre claros. incoerente e usa
ideias. • Usa elementos de elementos de coesão
coesão simples, mas elementares e pouco
adequados e variados variados.
para ligar as ideias.
40 30 20 10
• Interage naturalmente • Interage naturalmente • Revela por vezes • Revela
e sem problemas de e geralmente não alguns problemas de frequentemente
compreensão do que tem problemas de compreensão do que problemas de
ouve. compreensão do que ouve. compreensão do que
• Toma a iniciativa de ouve. • Pode tomar a iniciativa ouve.
perguntar ou dar • Toma a iniciativa de de perguntar ou dar • Raramente é capaz
Interação explicações de forma perguntar ou dar explicações embora de tomar a iniciativa
confiante. explicações de forma com hesitações e nem de perguntar ou dar
• Respeita a sua vez e a confiante embora com sempre com sucesso. explicações.
vez do interlocutor. algumas hesitações. • Respeita a sua vez e a • Pode não respeitar
• Respeita a sua vez e a vez do interlocutor. ou não ser capaz de
vez do interlocutor. respeitar a sua vez e a
vez do interlocutor.

ESCOLA: Turma: Data: ͬ ͬ
Interação e produção orais
Âmbito Desenvolvimento Total
N.o Nome ;ŐƌĂŵĂƟĐĂů ŽƌƌĞĕĆŽͬŽŶƚƌŽůŽ Fluência ƚĞŵĄƟĐŽ͕ĐŽĞƌġŶĐŝĂ Interação
e vocabular) e coesão (200 p)
40 p 40 p 40 p 40 p 40 p
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Notes
INGLÊS
Rubrics
Rubrics
Contents
I. Introduction ........................................................................... 228
II. Teacher observation checklists for the classroom

and assessment rubrics ........................................................ 229
• Teacher observation checklists ............................................. 230
General listening comprehension in the classroom ................ 230
Extensive listening/viewing ................................................... 231
Listening for a specific purpose ............................................. 232
General speaking interaction in the classroom ...................... 233
• Assessment rubrics ............................................................... 234
1. Listening ........................................................................... 234
2. Speaking ........................................................................... 236
• Debating ........................................................................ 236
• Interactions/Interviews .................................................. 238
• Presentations ................................................................. 240
• Arguing/Stating opinions ............................................... 242
• Describing ...................................................................... 244
• Narrating/Storytelling ..................................................... 246
3. Writing .............................................................................. 248
• Arguing/Expressing opinion ............................................ 248
• Describing ....................................................................... 250
• Informing/Exposing information ..................................... 252
• Narrating......................................................................... 254

I. Introduction
1. Assessing listening activities

Listening skills are not usually assessed by themselves in the English classroom as they are
usually included in a multi-skilled test. However, we can assess listening skills — whatever the
activity used. Step Up 11 presents a set of listening assessment rubrics which are very diverse and
easy to use: checklists to assess vocabulary comprehension, film viewing (extensive listening),
general listening comprehension in the language classroom and a descriptive rubric for text
comprehension.
2. Assessing speaking and writing activities

Production skills require special techniques to be accurately assessed in the classroom.
Step Up 11 is focused on helping English teachers in this difficult task. Not only are most of the
suggestions presented in our Speaking and Writing sections prepared as assessment activities,
but we also provide oral and written assessment rubrics, especially designed to be used with the
activities in the project.
We present here several rubrics for assessing oral and written work that are feasible and
easy to use, as well as objective and fair.
How to use the speaking and writing assessment rubrics

For each activity, a number of assessment criteria or categories is established. Each
category is allocated a percentage of the final mark. However, the distribution we present is
merely a suggestion, and teachers can allocate marks according to what they consider more or
less important in their students’ performance. We have paid special attention to the general
categories of use of language, accuracy and fluency, because these are the linguistic support
of the students’ production. Moreover, in each case, special importance has been given to the
distinctive features and functions of the activity itself (debating, narrating or describing, for
example).
To make the marking process easier, each category is divided into five levels of performance,
and each level is allocated a percentage of the total marks of the category. The interval between
the score on the different levels must be equal. This way, the final mark will be the sum of the
different marks in each category, and it does not imply the mark was the same for each category
accessed.
The assessment grids presented here are also provided in Excel format at , and,
therefore, can be edited according to each teacher’s needs.
We hope this will help ease the workload of such a difficult and time-consuming task.
References
http://jfmueller.faculty.noctrl.edu/toolbox/, accessed in February 2021.
https://dese.mo.gov/sites/default/files/AEL-esl-high-begin.pdf, accessed in January 2021.
MARZANO, R. (2010). Formative assessment & standards-based grading. Marzano Research Laboratory (The classroom
strategies series): Bloomington, Indiana.
TOMLINSON, C. and MCTIGHE, J. (2006). Integrating differentiated instruction & understanding by design. ASCD:
Alexandria, Virginia.
WIGGINS, G. (1998). Educative assessment: designing assessments to inform and improve student performance.
Jossey-Bass: San Francisco.

II. Teacher observation checklists for
the classroom and assessment rubrics
Teacher observation checklists
GENERAL LISTENING COMPREHENSION IN THE CLASSROOM CHECKLIST
Teacher observation
General descriptor
Can understand straightforward factual information about common everyday related topics,
identifying both general messages and specific details, provided speech is clearly articulated in
a generally familiar accent. Can understand the main points of clear standard speech on familiar
matters. Can understand instructions and explanations, provided speech is clearly and slowly
articulated.
Specific Can understand Can follow clearly Can generally Can understand Can catch the
common articulated follow the the main points main points
descriptors classroom speech in main points of recorded on familiar
instructions, everyday of extended material on topics delivered
requests and conversation, discussions, topics of personal relatively slowly
simple learning though has to ask provided or general and clearly
tasks for repetition of speech is clearly interest delivered
explanations particular words articulated relatively slowly
Student and phrases and clearly
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Legend: Y = yes; N = no; ~ = with help Based on: larc.sdsu.edu/.../WebinarAssessingL2PPT.pdf, accessed in January 2021

EXTENSIVE LISTENING/VIEWING CHECKLIST (FEATURE FILM)
Teacher observation
General descriptor
Can understand and identify both the general idea and specific details in the story/plot. Can
understand the main points of clear standard speech. Can identify specific aspects of the film:
characters, time, setting…
Specific Can identify the Can understand Can understand Can identify Can identify Can
film genre and the main ideas/ the sequence and distinguish time and understand the
descriptors main topic message of the of events in main and setting of the film without
story/plot the story/plot supporting story/plot the help of
and eventual characters subtitles
parallel stories/
story within
Student the story
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LISTENING FOR A SPECIFIC PURPOSE CHECKLIST
Teacher observation
General descriptor
Can understand common and specific vocabulary in an audio text, regardless of the text type
and provided that speech is clearly articulated. Can identify requested word relations (synonyms,
opposites…), semantic relations and common language patterns within a particular context.
Specific Can Can Can identify Can identify Can identify Can identify Can identify
understand understand specific topic synonyms of opposites of specific word specific word
descriptors common new words vocabulary given words given words categories patterns
isolated in context (nouns, (collocations,
words verbs, noun
adjectives…) phrases,
compound
Student words…)
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GENERAL SPEAKING INTERACTION IN THE CLASSROOM CHECKLIST
Teacher observation
General descriptor
Can use English to interact orally in the classroom. Can identify and use appropriate language to
communicate effectively in everyday situations.
Specific Can Can Can Can Can Can Can Can

ask for respond ask for express ask and participate express express
descriptors clarification appropri- information likes, answer in group opinions need to
and under- ately to and dislikes simple conver- on an know
standing oral assistance and needs questions sations event in information
requests and join the world on a
in a group focused
Student response topic
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LISTENING COMPREHENSION ASSESSMENT RUBRIC
Performance level descriptors

Assessment rubrics
Criteria Text type, theme Comprehension Understanding

Interpreting texts Critical literacy
Levels and purpose strategies of content
40 40 40 40 40
• Shows excellent ability to • Shows excellent ability • Shows excellent ability • Shows excellent ability • Shows excellent ability
identify text type, theme to distinguish a variety to understand ideas and to develop and explain to use critical literacy

Level 5 and purpose of text features: main information in oral texts interpretations of skills to understand the
Excellent and supporting ideas, oral texts and support content, tone and point
sequence of events interpretations of view of oral texts
(narration), arguments or
opinions (opinion text)
Level 4 32
Good Contains elements of level 5 and elements of level 3
24 24 24 24 24
• Shows reasonable ability • Shows reasonable ability • Shows reasonable ability • Shows reasonable • Shows reasonable ability
to identify text type, to distinguish a variety to understand ideas and ability to develop and to use critical literacy
Level 3 theme and purpose of text features: main information in oral texts explain interpretations skills to understand the
Average and supporting ideas, of oral texts and support content, tone and point
sequence of events interpretations of view of oral texts
Level 2 16
Limited Contains elements of level 3 and elements of level 1
8 8 8 8 8
• Shows poor ability to • Shows poor ability to • Shows poor ability to • Shows poor ability to • Shows poor ability to use
identify text type, theme distinguish a variety understand ideas and develop and explain critical literacy skills to
Level 1 and purpose of text features: main information in oral texts interpretations of understand the content,
Poor and supporting ideas, oral texts and support tone and point of view of
sequence of events interpretations oral texts
Assessment rubrics
LISTENING COMPREHENSION ASSESSMENT GRID
Criteria
Text type, Total
Student Comprehension Understanding Interpreting Critical
theme and score
strategies of content texts literacy
purpose
8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40
10
11
12
13
14
15
16
17
18
19
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Available in Excel® format at

SPEAKING ASSESSMENT RUBRIC: DEBATING
Criteria Use of Topic Debating/
Fluency Accuracy Interaction
Levels language (range) development Social skills
50 20 30 50 30 20
Assessment rubrics
• Uses a wide range of • Fluent natural stream • Speech is grammatically • Shows a very good • Interacts naturally • Respects other people’s
complex, appropriate of speech, with good correct knowledge of the topic no problems/a opinions and doesn’t
linguistic resources to rhythm • Minor errors do • Arguments/Ideas are few problems in interrupt them
express ideas • Hesitations and pauses not interfere with clear and pertinent understanding what is • Follows the conventions
Level 5 are rare understanding • Uses appropriate being said of turn-taking
Excellent • Minimal interference cohesive elements to • Is ready to ask for or give • Contributes positively,
from mother tongue connect ideas explanations when he/ pertinently and in a
• Intonation is clear and she doesn’t understand constructive way to the

understandable • Asks and answers debate
questions confidently
Level 4 Contains elements of level 5 and elements of level 3

Good
30 12 18 30 18 12
• Uses a limited range • Speech is reasonably • Speech is not always • Shows a reasonable • Sometimes shows • Respects other people’s
of simple linguistic fluent grammatically correct knowledge of the topic a few problems in opinions, but sometimes
resources, some of • Rhythm is sometimes • Some errors, but these • Arguments/Ideas understanding what is interrupts them
which are inappropriate broken by hesitations do not interfere with are clear and mostly being said • Follows the conventions
Level 3 and pauses understanding pertinent • Is ready to ask for of turn-taking
• Some interference from • Speech is usually or give explanations • Contributes positively
Average when he/she doesn’t
mother tongue coherent, with simple and in a constructive
• Intonation is at cohesive elements understand, but is not way to the debate,
times unclear, but always successful although not always
understandable • Shows some difficulty pertinently
when asking or
answering questions
Limited
10 4 6 10 6 4
• Uses a very limited • Speech is often hesitant • Speech reveals • Shows limited • Is frequently unable • Shows little respect for
range of elementary • Makes frequent pauses numerous errors that knowledge of the topic to understand what is other people’s opinions
linguistic resources, or doesn’t finish often interfere with • Repeats or rephrases being said and often interrupts
most of which are sentences understanding a limited number of • Shows difficulty in them
Level 1 inappropriate • Frequent interference arguments/ideas, mostly asking for or giving • Doesn’t speak in his/
Poor from mother tongue not pertinent or out of explanations when he/ her turn
• Intonation is mostly the topic she doesn’t understand • Often disrupts
unclear and at times • Speech is sometimes • Shows difficulty when the activity with
makes speech difficult incoherent or with asking or answering inappropriate or
to understand elementary cohesive questions unsuitable comments
elements
Assessment rubrics
SPEAKING ASSESSMENT GRID: DEBATING
Criteria
Total
Student Use of Topic Debating/
Fluency Accuracy Interaction score
language development Social skills
10/20/30/40/50 4/8/12/16/20 6/12/18/24/30 10/20/30/40/50 6/12/18/24/30 4/8/12/16/20
10
11
12
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SPEAKING ASSESSMENT RUBRIC: INTERACTIONS/INTERVIEWS
Criteria Use of Conversation
Fluency Accuracy Interaction
Levels language (range) development
Assessment rubrics
50 30 30 50 40
• Uses a wide range of complex, • Fluent natural stream of • Speech is grammatically • Shows a very good ability to • Interacts naturally and usually
appropriate linguistic speech, with good rhythm correct maintain a conversation/ shows no problems/a few
resources to express ideas • Hesitations and pauses are • Minor errors do not interfere discussion problems in understanding
Level 5 rare with understanding • Arguments/Ideas are clear what is being said
Excellent • Minimal interference from and pertinent • Is ready to ask for or give
mother tongue • Uses appropriate cohesive explanations when he/she

• Intonation is clear and elements to connect ideas doesn’t understand
understandable • Asks and answers questions
confidently
Good
30 18 18 30 24
• Uses a limited range of simple • Speech is reasonably fluent • Speech is not always • Shows a reasonable • Sometimes shows a few
linguistic resources, some of • Rhythm is sometimes broken grammatically correct knowledge of the topic problems in understanding
which are inappropriate by hesitations and pauses • Some errors, but these do not • Arguments/Ideas are clear what is being said
Level 3 interfere with understanding and mostly pertinent • Is ready to ask for or give
Average • Some interference from • Speech is usually coherent, explanations when he/she
mother tongue with simple cohesive elements doesn’t understand, but is not
• Intonation is at times unclear, always successful
but understandable • Shows some difficulty when
asking or answering questions
Limited
10 6 6 10 8
• Uses a very limited range • Speech is often hesitant • Speech reveals numerous • Shows limited ability to • Is frequently unable to
of elementary linguistic • Makes frequent pauses or errors that often prevent maintain a conversation/ understand what is being said
resources, most of which are doesn’t finish sentences understanding discussion • Shows difficulty in asking for
inappropriate • Frequent interference from • Repeats or rephrases a limited or giving explanations when
Level 1 mother tongue number of arguments/ideas, he/she doesn’t understand
Poor • Intonation is mostly unclear mostly not pertinent or out of • Shows much difficulty when
and at times makes speech the topic asking or answering questions
difficult to understand • Speech is sometimes
incoherent
• Uses basic cohesive elements
Assessment rubrics
SPEAKING ASSESSMENT GRID: INTERACTIONS/INTERVIEWS
Criteria
Total
Student Use of Conversation
Fluency Accuracy Interaction score
language development
10/20/30/40/50 6/12/18/24/30 6/12/18/24/30 10/20/30/40/50 8/16/24/32/40
10
11
12
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SPEAKING ASSESSMENT RUBRIC: PRESENTATIONS
Criteria Use of Topic Communication
Fluency Accuracy
Levels language (range) development skills/posture
50 30 40 50 30
Assessment rubrics
• Uses a wide range of complex, • Fluent natural stream of • Speech is grammatically • Shows very good knowledge • Shows outstanding
appropriate linguistic speech, with good rhythm correct of the topic presented self-confidence and
resources to express ideas • Hesitations and pauses are • Minor errors do not interfere • Examples are clear and communication skills in
Level 5 rare with understanding pertinent oral production
Excellent • Minimal interference from • Uses appropriate cohesive • Establishes eye contact
mother tongue elements to connect ideas • Projects the voice audibly and
• Intonation is clear and clearly
understandable

Good
30 18 24 30 18
• Uses a limited range of simple • Speech is reasonably fluent • Speech is not always • Knowledge of the topic • Shows reasonable
linguistic resources, some of • Rhythm is sometimes broken grammatically correct presented is reasonable, but communication skills in oral
which are inappropriate by hesitations and pauses • Some errors, but these do not not solid production
Level 3 interfere with understanding • Examples are mostly clear and • Doesn’t always establish eye
Average • Some interference from mostly pertinent contact
mother tongue • Speech is usually coherent, • The voice occasionally
• Intonation is at times unclear, with simple cohesive elements interferes with communication
but understandable
Limited
10 6 8 10 6
• Uses a very limited range • Speech is often hesitant • Speech reveals numerous • Knowledge of the topic • Shows lack of communication
of elementary linguistic • Makes frequent pauses or errors that often prevent presented is scarce and skills in oral production
resources, most of which are doesn’t finish sentences understanding limited • Seldom establishes eye
inappropriate • Frequent interference from • Repeats or rephrases a limited contact
Level 1 mother tongue number of examples, mostly
Poor • The voice is often difficult to
• Intonation is mostly unclear not pertinent or out of the hear, causing a breakdown in
and at times makes speech topic communication
difficult to understand • Speech is sometimes
incoherent or with elementary
cohesive elements
Assessment rubrics
SPEAKING ASSESSMENT GRID: PRESENTATIONS
Criteria
Total
Student Use of Topic Communication
Fluency Accuracy score
language development skills/posture
10/20/30/40/50 6/12/18/24/30 8/16/24/32/40 10/20/30/40/50 6/12/18/24/30
10
11
12
13
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30

SPEAKING ASSESSMENT RUBRIC: ARGUING/STATING OPINIONS
Criteria Use of Quality of Communication
Fluency Accuracy
Levels language (range) argumentation skills/posture
50 30 40 50 30
Assessment rubrics
• Uses a wide range of complex, • Fluent natural stream of • Speech is grammatically • Shows very good knowledge • Shows outstanding self-
appropriate linguistic speech, with good rhythm correct of the topic presented confidence and
resources to express ideas • Hesitations and pauses are • Minor errors do not interfere • Points of view and opinions communication skills in
Level 5 rare with understanding are clearly stated oral production
Excellent • Minimal interference from • Presents at least three clear • Establishes eye contact
mother tongue arguments illustrated with • Projects the voice audibly and
• Intonation is clear and examples clearly
understandable • Uses appropriate cohesive

elements to connect ideas
Good
30 18 24 30 18
• Uses a limited range of simple • Speech is reasonably fluent • Speech is not always • Knowledge of the topic • Shows reasonable
linguistic resources, some of • Rhythm is sometimes broken grammatically correct presented is reasonable, but communication skills in oral
which are inappropriate by hesitations and pauses • Some errors, but these do not not solid production
interfere with understanding • Points of view and opinions • Doesn’t always establish eye
Level 3 • Some interference from may not be clear or show contact
Average mother tongue confusion • The voice occasionally
• Intonation is at times unclear, • Presents at least two interferes with communication
but understandable arguments, but these may not
be totally clear or illustrated
• Speech is usually coherent,
with simple cohesive elements
Limited
10 6 8 10 6
• Uses a very limited range • Speech is often hesitant • Speech reveals numerous • Knowledge of the topic • Shows lack of communication
of elementary linguistic • Makes frequent pauses or errors that often prevent presented is limited skills in oral production
resources, most of which are doesn’t finish sentences understanding • Points of view and opinions • Seldom establishes eye
inappropriate • Frequent interference from are difficult to perceive or contact
Level 1 mother tongue nonexistent • The voice is often difficult to
Poor • Intonation is mostly unclear • Repeats or rephrases one hear, causing a breakdown in
and at times makes speech argument, or presents none communication
difficult to understand at all
• Speech is sometimes
incoherent or with elementary
cohesive elements
Assessment rubrics
SPEAKING ASSESSMENT GRID: ARGUING/STATING OPINIONS
Criteria
Total
Student Use of Quality of Communication
language argumentation skills/posture
10/20/30/40/50 6/12/18/24/30 8/16/24/32/40 10/20/30/40/50 6/12/18/24/30
10
11
12
13
14
15
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17
18
19
20
21
22
23
24
25
26
27
28
29
30

SPEAKING ASSESSMENT RUBRIC: DESCRIBING
Criteria Use of Description Communication
Fluency Accuracy
Levels language (range) process skills/posture
50 30 40 50 30
Assessment rubrics
• Uses a wide range of complex, • Fluent natural stream of • Speech is grammatically • Description is accurate and • Shows outstanding
appropriate linguistic speech, with good rhythm correct precise self-confidence and
resources to express ideas • Hesitations and pauses are • Minor errors do not interfere • Details are clearly presented communication skills in
Level 5 rare with understanding oral production
Excellent • Speech is well organized with
• Minimal interference from use of appropriate cohesive • Establishes eye contact
mother tongue elements to connect ideas • Projects the voice audibly and
• Intonation is clear and clearly
understandable

Good
30 18 24 30 18
• Uses a limited range of simple • Speech is reasonably fluent • Speech is not always • Description is mostly accurate • Shows reasonably effective
linguistic resources, some of • Rhythm is sometimes broken grammatically correct and precise communication skills in oral
which are inappropriate by hesitations and pauses • Some errors, but these do not • Details may not be fully production
interfere with understanding presented • Doesn’t always establish eye
Level 3 • Some interference from • Speech is generally organized contact
Average mother tongue and coherent, with the use of • The voice occasionally
• Intonation is at times unclear, simple cohesive elements interferes with communication
but understandable

Limited
10 6 8 10 6
• Uses a very limited range • Speech is often hesitant • Speech reveals numerous • Description is confusing and • Shows lack of communication
of elementary linguistic • Makes frequent pauses or errors that often prevent mostly inaccurate skills in oral production
resources, most of which are doesn’t finish sentences understanding • Details are incompletely • Seldom establishes eye
Level 1 inappropriate • Frequent interference from presented contact
Poor mother tongue • Speech is mostly disorganized, • The voice is often difficult to
• Intonation is mostly unclear sometimes incoherent hear, causing a breakdown in
and at times makes speech • Uses elementary cohesive communication
difficult to understand elements
Assessment rubrics
SPEAKING ASSESSMENT GRID: DESCRIBING
Criteria
Total
Student Use of Description Communication
language process skills/posture
10/20/30/40/50 6/12/18/24/30 8/16/24/32/40 10/20/30/40/50 6/12/18/24/30
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

SPEAKING ASSESSMENT RUBRIC: NARRATING/STORYTELLING
Criteria Use of Story Communication
Fluency Accuracy
Levels language (range) development skills/posture
50 30 40 50 30
Assessment rubrics
• Uses a wide range of complex, • Fluent natural stream of • Speech is grammatically • Shows a very good notion of • Shows outstanding
appropriate linguistic speech, with good rhythm correct narrative text structure and self-confidence and
resources to express ideas • Hesitations and pauses are • Minor errors do not interfere organization — beginning, communication skills in
Level 5 rare with understanding development and ending oral production
Excellent • Minimal interference from • Time, setting, plot and • Establishes eye contact
mother tongue characters are well defined • Projects the voice audibly and
• Intonation is clear and • Uses appropriate cohesive clearly
understandable elements to connect ideas

Good
30 18 24 30 18
• Uses a limited range of simple • Speech is reasonably fluent • Speech is not always • Shows a good notion of • Shows reasonably effective
linguistic resources, some of • Rhythm is sometimes broken grammatically correct narrative text structure and communication skills in oral
which are inappropriate by hesitations and pauses • Some errors, but these do not organization — beginning, production
interfere with understanding development and ending • Doesn’t always establish eye
Level 3 • Some interference from • Time, setting, plot and contact
Average mother tongue characters may not be clearly • The voice occasionally
• Intonation is at times unclear, defined interferes with communication
but understandable • Speech is usually coherent,
with simple cohesive elements

Limited
10 6 8 10 6
• Uses a very limited range • Speech is often hesitant • Speech reveals numerous • Text structure and • Shows lack of communication
of elementary linguistic • Makes frequent pauses or errors that often prevent organization is confusing and skills in oral production
resources, most of which are doesn’t finish sentences understanding unclear • Seldom establishes eye
Level 1 inappropriate • Frequent interference from • Time, setting, plot and contact
Poor mother tongue characters are not clearly • The voice is often difficult to
• Intonation is mostly unclear perceived hear, causing a breakdown in
and at times makes speech • Speech is sometimes communication
difficult to understand incoherent or with elementary
cohesive elements
Assessment rubrics
SPEAKING ASSESSMENT GRID: NARRATING/STORYTELLING
Criteria
Total
Student Use of Story Communication
language development skills/posture
10/20/30/40/50 6/12/18/24/30 8/16/24/32/40 10/20/30/40/50 6/12/18/24/30
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

WRITING ASSESSMENT RUBRIC: ARGUING/EXPRESSING OPINION
Criteria
Vocabulary Content Grammar Focus Organization
Levels
40 40 40 40 40
Assessment rubrics
• Uses a diversified range of • Well developed and clear • Writing is grammatically • Arguments/Opinions • Text clearly shows beginning, development
appropriate vocabulary; arguments, which help correct presented are clear, and ending
word choice is appropriate fulfil the purpose of the • Minor errors do accurate and pertinent • Writing is well organized with use of
Level 5 to the topic text; opinions are clearly not interfere with • Focus on purpose and appropriate cohesive elements to connect
Excellent stated and justified understanding genre is constantly present ideas
• Text conveys a sense of • Minimal interference from • Paragraphs are well defined and correctly
completeness mother tongue applied
• Linguistic conventions are • Sentences are clear and correctly structured

respected • Punctuation is correct
Level 4 32
24 24 24 24 24
• Uses a limited range of • Mostly clear arguments, • Writing is not always • Arguments/Opinions • Text shows beginning, development and
appropriate vocabulary; which help fulfil the grammatically correct presented are mostly ending, although transition may be confusing
word choice is mostly purpose of the text, • Some errors, but these clear, accurate and • Writing is generally organized and coherent,
appropriate to the topic although sometimes do not interfere with pertinent; a few with the use of simple cohesive elements
Level 3 inappropriate or out of repetitions may occur
Average understanding • Paragraphs may not be well defined or
context; opinions are • Some interference from • Focus on purpose and correctly applied
clearly stated, but not mother tongue genre is sometimes • Sentences are mostly clear and correctly
always justified • Linguistic conventions are diverted structured
• Text may seem incomplete sometimes not respected • Punctuation may not always be precise
or less effective
Level 2 16
8 8 8 8 8
• Uses a very limited range • Arguments are scarce or • Writing reveals numerous • Arguments/Opinions are • Text lacks defined beginning, development
of vocabulary, most of mostly inappropriate/ errors that often prevent presented in a confusing and ending
which is inappropriate; out of context, failing to understanding and mostly inaccurate • Writing is mostly disorganized, sometimes
word choice is mostly fulfil the purpose of the • Frequent interference way, or consist mostly of incoherent, with the occasional use of
Level 1 inappropriate or outside text; opinions are scarce from mother tongue repetitions elementary cohesive elements
Poor the topic scope or confusing, and without • Linguistic conventions are • Lack of sense of focus on • Paragraphs are not correctly applied or
justification seldom respected purpose and genre defined
• Text lacks completeness • Sentences are mostly confusing and
or effectiveness as far as incorrectly structured
arguing is concerned • Punctuation is non-existing or shows lack of
precision
Assessment rubrics
WRITING ASSESSMENT GRID: ARGUING/EXPRESSING OPINION
Criteria
Total
Student Vocabulary Content Focus Grammar Organization score
8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

WRITING ASSESSMENT RUBRIC: DESCRIBING
Criteria
Levels
40 40 40 40 40
Assessment rubrics
• Uses a diversified range of • Good amount of • Writing is grammatically • Description is accurate and • Text clearly shows beginning, development
appropriate vocabulary; information, which helps correct precise and ending
adjectives are plenty and fulfil the purpose of the • Minor errors do • Focus on purpose and • Writing is well organized with use of
Level 5 in support of imagery text not interfere with genre is constantly present appropriate cohesive elements to connect
Excellent • Text conveys a sense of understanding ideas
completeness • Minimal interference from • Paragraphs are well defined and correctly
mother tongue applied

Level 4 32
24 24 24 24 24
• Uses a limited range of • Enough amount of • Writing is not always • Description is mostly • Text shows beginning, development and
appropriate vocabulary; information, which helps grammatically correct accurate and precise ending, although transition may be confusing
adjectives are enough to fulfil the purpose of the • Some errors, but these • Focus on purpose and • Writing is generally organized and coherent,
Level 3 help support imagery text do not interfere with genre is sometimes with the use of simple cohesive elements
Average • Text may seem incomplete understanding diverted • Paragraphs may not be well defined or
or less effective • Some interference from correctly applied
mother tongue • Sentences are mostly clear and correctly
• Linguistic conventions are structured
sometimes not respected • Punctuation may not always be precise
Level 2 16
8 8 8 8 8
• Uses a very limited range • Not enough information to • Writing reveals numerous • Description is confusing • Text lacks defined beginning, development
of vocabulary, most of help fulfil the purpose of errors that often prevent and mostly inaccurate and ending
which is inappropriate; the text understanding • Lack of sense of focus on • Writing is mostly disorganized, sometimes
very few adjectives • Text lacks completeness • Frequent interference purpose and genre incoherent, with the occasional use of
Level 1 or effectiveness as far as from mother tongue elementary cohesive elements
Poor description is concerned • Linguistic conventions are • Paragraphs are not correctly applied or
seldom respected defined
• Sentences are mostly confusing and
incorrectly structured
• Punctuation is non-existing or shows lack of
precision
Assessment rubrics
WRITING ASSESSMENT GRID: DESCRIBING
Criteria
Total
8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

WRITING ASSESSMENT RUBRIC: INFORMING/EXPOSING INFORMATION
Criteria
Levels
40 40 40 40 40
Assessment rubrics
• Uses a diversified range of • Good amount of • Writing is grammatically • Information is presented • Text clearly shows beginning, development
appropriate vocabulary; information, which helps correct in an accurate and precise and ending; topics are clearly presented
nouns and verbs are fulfil the purpose of the • Minor errors do way • Writing is well organized with use of
Level 5 in support of clarity of text not interfere with • Focus on purpose and appropriate cohesive elements to connect
Excellent information • Text conveys a sense of understanding genre is constantly present ideas
completeness • Minimal interference from • Paragraphs are well defined and correctly
mother tongue applied, when they apply

Level 4 32
24 24 24 24 24
• Uses a limited range of • Enough amount of • Writing is not always • Information is mostly • Text shows beginning, development
appropriate vocabulary; information, which helps grammatically correct presented in an accurate and ending, although transition may be
nouns and verbs are fulfil the purpose of the • Some errors, but these and precise way; a few confusing; topics may be confusingly
not always accurate or text do not interfere with repetitions may occur presented
in support of clarity of • Text may seem incomplete understanding • Focus on purpose and • Writing is generally organized and coherent,
Level 3 information
Average or less effective • Some interference from genre is sometimes with the use of simple cohesive elements
mother tongue diverted • Paragraphs may not be well defined or
• Linguistic conventions are correctly applied, when they apply
sometimes not respected • Sentences are mostly clear and correctly
structured
• Punctuation may not always be precise
Level 2 16
8 8 8 8 8
• Uses a very limited range • Not enough information to • Writing reveals numerous • Information is presented • Text lacks defined beginning, development
of vocabulary, most of help fulfil the purpose of errors that often prevent in a confusing and mostly and ending or topics are confusingly
which is inappropriate; the text understanding inaccurate way, or consists presented
nouns and verbs are • Text lacks completeness • Frequent interference mostly of repetitions • Writing is mostly disorganized, sometimes
mostly inaccurate or or effectiveness as far as from mother tongue • Lack of sense of focus on incoherent, with the occasional use of
Level 1 fail to support clarity of informing is concerned • Linguistic conventions are purpose and genre elementary cohesive elements
Poor information seldom respected • Paragraphs are not correctly applied or
defined, when they apply
precision
Assessment rubrics
WRITING ASSESSMENT GRID: INFORMING/EXPOSING INFORMATION
Criteria
Total
8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

WRITING ASSESSMENT RUBRIC: NARRATING
Criteria
Levels
40 40 40 40 40
Assessment rubrics
• Uses a diversified range of • Good amount of • Writing is grammatically • Shows a very good • Text clearly shows the characteristics of a
appropriate vocabulary; information, which helps correct notion of narrative text well-structured story
nouns, verbs and fulfil the purpose of the • Minor errors do structure and organization • Writing is well organized with use of
Level 5 adjectives are plenty and text not interfere with (beginning, development appropriate cohesive elements to connect
Excellent in support of imagery and • Text conveys a sense of understanding and ending) ideas
narrative sequence completeness • Minimal interference from • Time, setting, plot and • Paragraphs are well defined and correctly
mother tongue characters are well applied
• Linguistic conventions are defined • Sentences are clear and correctly structured

Level 4 32
24 24 24 24 24
• Uses a limited range of • Enough amount of • Writing is not always • Shows a good notion of • Text shows the characteristics of a
appropriate vocabulary; information, which helps grammatically correct narrative text structure reasonably structured story, although
nouns, verbs and fulfil the purpose of the • Some errors, but these and organization storyline may be confusing
adjectives are enough to text do not interfere with (beginning, development • Writing is generally organized and coherent,
Level 3 help support imagery and • Text may seem incomplete understanding and ending) with the use of simple cohesive elements
Average narrative sequence or less effective • Some interference from • Time, setting, plot and • Paragraphs may not be well defined or
mother tongue characters may not be correctly applied
• Linguistic conventions are clearly defined • Sentences are mostly clear and correctly
sometimes not respected structured
• Punctuation may not always be precise
Level 2 16
8 8 8 8 8
• Uses a very limited range • Not enough information to • Writing reveals numerous • Text structure and • Text lacks the characteristics of a structured
of vocabulary, most of help fulfil the purpose of errors that often prevent organization is confusing story
which is inappropriate; the text understanding and unclear • Writing is mostly disorganized, sometimes
nouns, verbs and • Text lacks completeness • Frequent interference • Time, setting, plot and incoherent, with the occasional use of
Level 1 adjectives are scarce or effectiveness as far as from mother tongue characters are not clearly elementary cohesive elements
Poor or inappropriate for a narration is concerned • Linguistic conventions are perceived • Paragraphs are not correctly applied or
narrative sequence seldom respected defined
precision
Assessment rubrics
WRITING ASSESSMENT GRID: NARRATING
Criteria
Total
8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40 8/16/24/32/40
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Notes
INGLÊS
Projects
Projects
Contents
Module 1 – Buy nothing fashion show.................................................... 258
Module 2 – No food waste on my watch ................................................ 260
Module 3 – Knowing a new culture challenge ....................................... 262
Module 4 – Battle of the jobs: Only some have a future ........................ 264

MINI
PROJECT! MODULE 1 Buy nothing fashion show
TEACHER
ÁREAS TEMÁTICAS/SITUACIONAIS
Módulo 1
O jovem e o consumo: hábitos de consumo
APRENDIZAGENS ESSENCIAIS
Competência comunicativa
CO, CE, IO, IE, PO, PE
Competência estratégica
1.1, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4
PERFIL DOS ALUNOS
A, B, C, D, E, F, H, J
EDUCAÇÃO PARA A CIDADANIA

Domínios
1.o grupo – Desenvolvimento sustentável e educação ambiental
2.o grupo – Literacia financeira e educação para o consumo
CROSSOVER ACTIVITIES
When working on their projects, students may do the following crossover activities, among others
teachers find suitable:
• Filosofia:
Analysing the ethical implications of consumerism.
• Biologia:
Analysing the environmental implications of consumerism.
• História:
Conducting research on the history of consumerism.
• Geografia:
Conducting research on the environmental and socio-demographic impact of consumerism.
• Other subjects:
Helping set up the fashion show.
High-tech
variation
Students record the fashion show. Then, they upload and share the video in the LMS in use at their
schools – for example, Microsoft Stream.

MODULE 1
Name: Year: Class: Number:
BUY NOTHING FASHION SHOW

͞>ŝŬĞĐůŽĐŬǁŽƌŬ͕ǁŚĞŶƚŚĞĐƌŝƐƉĨĂůůǁĞĂƚŚĞƌĂƌƌŝǀĞƐ͕ƐƚŽƌĞƐĮůůƵƉǁŝƚŚĐŽƐǇŶĞǁĐůŽƚŚĞƐĂŶĚ
ŵĂŐĂǌŝŶĞƐĂƌĞƐƉůĂƐŚĞĚǁŝƚŚƚŚĞůĂƚĞƐƚůŽŽŬƐĨƌŽŵEĞǁzŽƌŬ&ĂƐŚŝŽŶtĞĞŬ͘ůůŽĨƚŚŝƐƐĞŶĚƐĂ
subliminal message that we should stock up on jackets and sweaters in autumnal colours and
ďƵǇŶĞǁďĂĐŬͲƚŽͲƐĐŚŽŽůŽƵƞŝƚƐ͘͟1Ƶƚ͙ƐŚŽƵůĚǁĞƌĞĂůůǇ͍KƵƌĐŽŶƐƵŵƉƟŽŶŚĂďŝƚƐĂƌĞĚƌŝǀŝŶŐ
ƚŚĞƉůĂŶĞƚƚŽƚŚĞďƌŝŶŬŽĨĐŽůůĂƉƐĞ͘
1 ůŝǌĂďĞƚŚ^ĞŐƌĂŶ͕ŚƩƉƐ͗ͬͬǁǁǁ͘ĨĂƐƚĐŽŵƉĂŶǇ͘ĐŽŵ;ĂĐĐĞƐƐĞĚŝŶĞĐĞŵďĞƌϮϬϮϭͿ
Activity In groups, you are going to organize a Buy Nothing Fashion Show. Clothes can be either
reused, borrowed or recycled… but not bought.
Follow these steps.
STEP 1 Brainstorm ideas and take notes.

Don’t forget that, at this stage, it is important to think about:
•ƚŚĞǀĞŶƵĞ͕ƚŚĞĚĂƚĞĂŶĚƟŵĞ͖
•ƚŚĞƚŚĞŵĞ͕ŵƵƐŝĐ͕ůŝŐŚƟŶŐ͕ĚĞĐŽƌĂƟŽŶƐ͕ĞƚĐ͖͘
•ƚŚĞƚĞĂŵʹŵŽĚĞůƐ͕ŚĂŝƌĂŶĚŵĂŬĞƵƉĂƌƟƐƚƐ͕ƐƚĂŐĞĂŶĚůŝŐŚƟŶŐƉĞƌƐŽŶŶĞů͕ƉŚŽƚŽŐƌĂƉŚĞƌƐ͕:Ɛ͕
ĞƚĐ͘
STEP 2 Plan and assign parts.

ĞĐŝĚĞǁŚŽŝƐŐŽŝŶŐƚŽďĞƌĞƐƉŽŶƐŝďůĞĨŽƌƚŚĞĚŝīĞƌĞŶƚƚŚŝŶŐƐǇŽƵŶĞĞĚƚŽĚŽ͗
•ĐŚĞĐŬŝŶŐǀĞŶƵĞĂǀĂŝůĂďŝůŝƚǇ͖
•ƉƵƫŶŐƚŚĞƚĞĂŵƚŽŐĞƚŚĞƌ͖
•ƐĞƫŶŐƵƉƚŚĞƌƵŶĂǁĂǇ͕ůŝŐŚƟŶŐ͕ĚĞĐŽƌĂƟŽŶƐ͕ĞƚĐ͖͘
•ĐŚĞĐŬŝŶŐƚŚĞǀĞŶƵĞŽŶƚŚĞĚĂǇŽĨƚŚĞƐŚŽǁ͕ĞƚĐ͘
ĞĐƌĞĂƟǀĞ͊
STEP 3 Prepare the fashion show.

ŚĞĐŬĂůůŽĨǇŽƵĂƌĞ͗
•ĚŽŝŶŐƚŚĞĂƐƐŝŐŶĞĚƉĂƌƚƐ͖
•ƵƐŝŶŐǇŽƵƌƐƚƌĞŶŐƚŚƐ͖
•ŽǀĞƌĐŽŵŝŶŐ;ŽƌĂƚůĞĂƐƚƚƌǇŝŶŐƚŽŽǀĞƌĐŽŵĞ ͿǇŽƵƌĚŝĸĐƵůƟĞƐ͖
Ɛ͖
•ŚĂǀŝŶŐĨƵŶ͘
STEP 4 Run the fashion show.

Make sure:
•ƚŚĞĞǀĞŶƚƐƚĂƌƚƐŽŶƟŵĞ͖
•ĞĂĐŚŵŽĚĞů͛ƐůŽŽŬŝƐƉĞƌĨĞĐƚ͖
•ƚŚĞƉŚŽƚŽŐƌĂƉŚĞƌƚĂŬĞƐƉůĞŶƚǇŽĨƉŚŽƚŽƐ͘

MINI
PROJECT! MODULE 2 No food waste on my watch
TEACHER
Módulo 2
O mundo à nossa volta: ameaças ao ambiente
1.1, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4
PERFIL DOS ALUNOS
A, B, C, D, E, F, G, I

Domínios
1.o grupo – Desenvolvimento sustentável, educação ambiental e saúde (alimentação)
2.o grupo – Educação para o consumo
• Filosofia:
Analysing the ethical implications of food waste.
• Biologia:
Analysing the physical and psychological implications of food waste.
• História:
Conducting research on the history of food waste.
• Geografia:
Conducting research on the environmental and socio-demographic impact of food waste.
• Português:
Writing survey questions in Portuguese (because some of the interviewees may not speak
English).
• Matemática:
Analysing, interpreting and presenting statistical data.
• TIC: High-tech
Creating the online survey and the graphs. variation
• Other subjects: Students use

Helping create and launch the communication campaign. SurveyMonkey.

MODULE 2
No food waste on my watch

&ŽŽĚǁĂƐƚĞŝƐĚĞĮŶĞĚďǇƚŚĞ&ŽŽĚĂŶĚŐƌŝĐƵůƚƵƌĞKƌŐĂŶŝǌĂƟŽŶŽĨƚŚĞhŶŝƚĞĚEĂƟŽŶƐ;&KͿ
ĂƐ͞ĨŽŽĚĂƉƉƌŽƉƌŝĂƚĞĨŽƌŚƵŵĂŶĐŽŶƐƵŵƉƟŽŶďĞŝŶŐĚŝƐĐĂƌĚĞĚ͕ǁŚĞƚŚĞƌŽƌŶŽƚĂŌĞƌŝƚŝƐŬĞƉƚ
ďĞǇŽŶĚŝƚƐĞǆƉŝƌǇĚĂƚĞŽƌůĞŌƚŽƐƉŽŝů͘͟1/ƚŝƐĂƐĞƌŝŽƵƐĞĐŽŶŽŵŝĐĂŶĚĞŶǀŝƌŽŶŵĞŶƚĂůŝƐƐƵĞ͘
1ŚƩƉ͗ͬͬǁǁǁ͘ĨĂŽ͘ŽƌŐ;ĂĐĐĞƐƐĞĚŝŶĞĐĞŵďĞƌϮϬϮϭͿ
Activity /ŶŐƌŽƵƉƐ͕ǇŽƵĂƌĞŐŽŝŶŐƚŽůĂƵŶĐŚĂĐŽŵŵƵŶŝĐĂƟŽŶĐĂŵƉĂŝŐŶƚŽƌĂŝƐĞĂǁĂƌĞŶĞƐƐŽĨ
this issue.
&ŽůůŽǁƚŚĞƐĞƐƚĞƉƐ͘

ŐƌĞĞŽŶƚŚĞgoalsǇŽƵǁĂŶƚǇŽƵƌĐĂŵƉĂŝŐŶƚŽĂĐŚŝĞǀĞʹƚŽƌĞĚƵĐĞĨŽŽĚǁĂƐƚĞ͕ƚŽƌĞƵƐĞĨŽŽĚǁŚĞŶ
ǁĂƐƚĞŝƐŶ͛ƚĂǀŽŝĚĂďůĞ͕ƚŽƉƌĞƐĞƌǀĞŶĂƚƵƌĂůƌĞƐŽƵƌĐĞƐ͕ĞƚĐ͘
ĞĐŝĚĞǁŚŽǇŽƵƌtarget audienceŝƐʹƐƚƵĚĞŶƚƐ͕ĨĂŵŝůŝĞƐ͕ĐŽŵŵƵŶŝƚǇ͕ĞƚĐ͘ʹĂŶĚǁŚŝĐŚmedia channels
ǇŽƵǁŝůůƵƐĞƚŽƌĞĂĐŚĂŶĚŝŶŇƵĞŶĐĞŝƚʹƐŽĐŝĂůŵĞĚŝĂ͕ůŽĐĂůƌĂĚŝŽͬds͕ůŽĐĂůͬƐĐŚŽŽůŶĞǁƐƉĂƉĞƌ͕ĞƚĐ͘
STEP 2 Plan and assign parts.

ĞĐŝĚĞŽŶǁŚĂƚŶĞĞĚƐƚŽďĞĚŽŶĞ͕ǁŚŽǁŝůůĚŽŝƚĂŶĚƚŚĞĚĞĂĚůŝŶĞƐ͘
ŽŶ͛ƚĨŽƌŐĞƚŝƚ͛ƐŝŵƉŽƌƚĂŶƚƚŽ͗
•ŐĂƚŚĞƌŝŶĨŽƌŵĂƟŽŶĂďŽƵƚĨŽŽĚǁĂƐƚĞʹǁŚĂƚĐĂƵƐĞƐŝƚ͖ŚŽǁŝƚŝŵƉĂĐƚƐŽŶƚŚĞŐůŽďĂůĞĐŽŶŽŵǇ͕
ĨŽŽĚĂǀĂŝůĂďŝůŝƚǇĂŶĚƚŚĞĞŶǀŝƌŽŶŵĞŶƚ͖ǁŚĂƚĐĂŶďĞĚŽŶĞƚŽƌĞĚƵĐĞŝƚ͖ĞƚĐ͖͘
•ƉƌŽǀŝĚĞƟƉƐƚŽƚĂĐŬůĞƚŚŝƐŝƐƐƵĞʹďƵǇƵŐůǇĨƌƵŝƚƐĂŶĚǀĞŐĞƚĂďůĞƐ͖ůĞĂƌŶƚŽƵŶĚĞƌƐƚĂŶĚƚŚĞƐĞůůͲďǇ
ĂŶĚďĞƐƚͲďĞĨŽƌĞĚĂƚĞƐ͖ƵƐĞƵƉůĞŌŽǀĞƌƐ͕ĨƌĞĞǌĞ͕ƚƵƌŶŝƚŝŶƚŽŐĂƌĚĞŶĨŽŽĚ͕ĞƚĐ͖͘
•ĮŶĚĂǁĂǇƚŽĂƐƐĞƐƐƚŚĞĞīĞĐƟǀĞŶĞƐƐŽĨǇŽƵƌĐĂŵƉĂŝŐŶʹĂƐƵƌǀĞǇ͕ĞƚĐ͘
STEP 3 ƌĞĂƚĞƚŚĞĐŽŵŵƵŶŝĐĂƟŽŶĐĂŵƉĂŝŐŶ͘
ŽǇŽƵƌĨĂŝƌƐŚĂƌĞŽĨǁŽƌŬŝŶĐŽůůĂďŽƌĂƟŽŶǁŝƚŚĂůůƚŚĞŐƌŽƵƉŵĞŵďĞƌƐ͘
<ĞĞƉƚƌĂĐŬŽĨǁŚĂƚĞĂĐŚŽĨǇŽƵŝƐĚŽŝŶŐƐŽƚŚĂƚĞǀĞƌǇŽŶĞĨĞĞůƐǁĞůĐŽŵĞĂŶĚƵƐĞĨƵůĂƐĂŶĂĐƟǀĞ
ŵĞŵďĞƌŝŶƚŚĞŐƌŽƵƉ͘
STEP 4 Present it to the class.

>ĂƵŶĐŚƚŚĞĐĂŵƉĂŝŐŶĂƚĐůĂƐƐůĞǀĞůĮƌƐƚ͕ƚŽŐĞƚĨĞĞĚďĂĐŬĨƌŽŵǇŽƵƌƉĞĞƌƐĂŶĚƚĞĂĐŚĞƌ͘
hƐĞƚŚĞĨĞĞĚďĂĐŬƚŽŝŵƉƌŽǀĞǇŽƵƌĐĂŵƉĂŝŐŶĂŶĚƚŚĞŶƌĞĂĐŚǇŽƵƌƚĂƌŐĞƚĂƵĚŝĞŶĐĞ͘
sŽƚĞĨŽƌƚŚĞďĞƐƚĐĂŵƉĂŝŐŶĂŶĚĂǁĂƌĚŝƚƐĐƌĞĂƚŽƌƐĂƉƌŝǌĞ;ĞǀĞŶĂƐŵĂůůŽŶĞ Ϳ͘
STEP 5 Assess it.

ŽŶ͛ƚĨŽƌŐĞƚƚŽĂƐƐĞƐƐƚŚĞĞīĞĐƟǀĞŶĞƐƐŽĨǇŽƵƌĐĂŵƉĂŝŐŶ
ĂŶĚŵĂŬĞĂŶǇŶĞĐĞƐƐĂƌǇĂĚũƵƐƚŵĞŶƚƐ͘

MINI
PROJECT! MODULE 3 Knowing a new culture challenge
TEACHER
Módulo 3
Um mundo de muitas culturas: a sociedade multicultural
Competência intercultural
CI1, CI2, CI3, CI4, CI5, CI6
1.1, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4
PERFIL DOS ALUNOS
A, B, C, D, E, F, I

Domínios
1.o grupo – Direitos humanos (civis e políticos, económicos, sociais e culturais e de solidariedade) e
interculturalidade (diversidade cultural e religiosa)
• Filosofia:
Analysing ethical issues in intercultural dialogue.
• História:
Conducting research on the history of intercultural dialogue.
• Geografia:
Conducting research on the socio-demographic impact of intercultural dialogue.
• Português:
Writing survey questions in Portuguese (because some of the interviewees may not speak
English).
• Matemática: High-tech
Analysing, interpreting and presenting statistical data. variation
• TIC: Students use different online
Creating the online survey and the graphs. platforms to reach the target
• Other subjects: audience.
Helping create and launch the challenge. Students use SurveyMonkey.

MODULE 3
Knowing a new culture challenge

/ŶƚĞƌĐƵůƚƵƌĂůĚŝĂůŽŐƵĞŝƐĂƉƌŽĐĞƐƐƚŚĂƚĐŽŵƉƌŝƐĞƐĂŶŽƉĞŶĂŶĚƌĞƐƉĞĐƞƵůĞǆĐŚĂŶŐĞŽĨ
ǀŝĞǁƐďĞƚǁĞĞŶŝŶĚŝǀŝĚƵĂůƐĂŶĚŐƌŽƵƉƐǁŝƚŚĚŝīĞƌĞŶƚĞƚŚŶŝĐ͕ĐƵůƚƵƌĂů͕ƌĞůŝŐŝŽƵƐĂŶĚůŝŶŐƵŝƐƟĐ
backgrounds and heritage, on the basis of mutual understanding and respect.1 In order for
intercultural dialogue to take place, we need to know other cultures.
1ŚƩƉƐ͗ͬͬĞŶ͘ƵŶĞƐĐŽ͘ŽƌŐ;ĂĐĐĞƐƐĞĚŝŶĞĐĞŵďĞƌϮϬϮϭͿ
Activity In groups, you are going to start the Knowing

a New Culture Challenge to encourage people to learn
about new cultures and to promote intercultural dialogue.
Follow these steps.

Outline what the challenge will consist of. Here is an example:
A person is filmed describing the most important characteristics of a culture they have been learning
about; the individual then nominates a minimum of three people to do the same thing, with only a
24-hour time frame to complete the challenge.
Decide who your target audience is – students, families, community, etc. – and which online
ƉůĂƞŽƌŵƐ – social media, learning management systems, etc. – you will use to reach it.
STEP 2 Plan and assign tasks.

Decide on what needs to be done, who will do it and the deadlines.
Don’t forget it’s important to:
•ŬŶŽǁĂďŽƵƚƚŚĞŝŵƉĂĐƚƐŝŵŝůĂƌĐŚĂůůĞŶŐĞƐŚĂǀĞŚĂĚŝŶŽƌĚĞƌƚŽŝŵƉƌŽǀĞǇŽƵƌĐŚĂůůĞŶŐĞ͖
•ƉƌŽǀŝĚĞƚŚĞƚĂƌŐĞƚĂƵĚŝĞŶĐĞǁŝƚŚƟƉƐŽŶŚŽǁƚŽĂĐŚŝĞǀĞƚŚĞďĞƐƚƌĞƐƵůƚƐ͖
•ĮŶĚĂǁĂǇƚŽĂƐƐĞƐƐƚŚĞĞīĞĐƟǀĞŶĞƐƐŽĨǇŽƵƌĐŚĂůůĞŶŐĞʹĂƐƵƌǀĞǇ͕ĞƚĐ͘
STEP 3 Start the challenge.

Present your target audience with the challenge and don’t forget you should set the example.
KīĞƌƚŽŚĞůƉƚŚŽƐĞǁŚŽŵŝŐŚƚŚĂǀĞĨĂŝůĞĚƚŽƵŶĚĞƌƐƚĂŶĚǁŚĂƚƚŚĞĐŚĂůůĞŶŐĞĐŽŶƐŝƐƚƐŽĨ͘
Monitor how the challenge is developing and make any necessary adjustments.
STEP 4 Analyse and present the results of the challenge.

Analyse and present the results of the challenge to your class, school, community, etc.
STEP 5 Assess it.

ŽŶ͛ƚĨŽƌŐĞƚƚŽĂƐƐĞƐƐƚŚĞĞīĞĐƟǀĞŶĞƐƐŽĨƚŚĞĐŚĂůůĞŶŐĞĂŶĚƚƌǇƚŽƵŶĚĞƌƐƚĂŶĚƚŚĞƌĞĂƐŽŶƐďĞŚŝŶĚ
the results you got.

MINI
MODULE 4 Battle of the jobs: Only some
PROJECT! have a future
TEACHER
Módulo 4
O mundo do trabalho: o mundo do trabalho em mudança; o jovem perante as mudanças.
1.1, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4
PERFIL DOS ALUNOS
A, B, C, D, E, F, G, I

Domínios
3.o grupo – Mundo do trabalho
• Filosofia:
Analysing the ethical implications of the future world of work.
• História:
Conducting research on the history of the world of work.
• Geografia:
Conducting research on the socio-demographic impact of the changing world of work.
• Other subjects:
Helping create and launch the communication campaign.
High tech
variation
Students can use different online tools, depending on the product they want to create – for
example:
• Leaflet – Bannersnack, Flipsnack, etc.;
• Poster – Piktochart, Crello, etc.;
• Presentation – PowerPoint, Prezi, etc.;
• Video – Biteable, Moovly, etc.

MODULE 4
BATTLE OF THE JOBS:

ONLY SOME HAVE A FUTURE
͞dŚĞƌĞ͛ƐŶŽǁĂǇĂƌŽƵŶĚŝƚ͗ǁŽƌŬŝƐĐŚĂŶŐŝŶŐ͘,ŽǁĞǀĞƌ͕ǁŽƌŬŝŶŐŝƚƐĞůĨŝƐŶŽƚŐŽŝŶŐĂǁĂǇĂŶǇƟŵĞ
ƐŽŽŶ͘tŽƌŬŝƐ͕ŝŶĨĂĐƚ͕ĞǀĞƌͲĐŚĂŶŐŝŶŐ͕ĞǀĞƌͲĞǀŽůǀŝŶŐ͕ĂůǁĂǇƐƉƌŽŐƌĞƐƐŝǀĞůǇ͕ŶĞǀĞƌĂƚŽŶĐĞ͕ĂƐǁĞ
ĐƌĞĂƚĞŶĞǁƉƌŽďůĞŵƐũƵƐƚĂƐĨĂƐƚĂƐǁĞƐŽůǀĞŽůĚŽŶĞƐ͘͟1dĞĐŚŶŽůŽŐǇŚĂƐůĞĚƚŽƚŚĞĐƌĞĂƟŽŶŽĨĂ
ǀĂƐƚĂƌƌĂǇŽĨƌĞĂůůǇŐŽŽĚũŽďƐ͘>Ğƚ͛ƐĮŶĚŽƵƚǁŚŝĐŚ͙
1ĚƌŝĞŶŽŽŬ͕ŚƩƉƐ͗ͬͬĐƵůƚ͘ŚŽŶĞǇƉŽƚ͘ŝŽ;ĂĐĐĞƐƐĞĚŝŶĞĐĞŵďĞƌϮϬϮϭͿ
Activity In groups, you are going to start the ĂƩůĞŽĨƚŚĞũŽďƐ͗KŶůǇƐŽŵĞŚĂǀĞĂĨƵƚƵƌĞ to raise

awareness of the changing world of work, the jobs that might disappear in the future and the need
to be prepared for this.
Follow these steps.
STEP 1 Brainstorm and take notes.

Outline what the ďĂƩůĞǁŝůůĐŽŶƐŝƐƚŽĨ – for example, groups present a job that might exist in the
ĨƵƚƵƌĞ;ĞĚŐĞĐŽŵƉƵƟŶŐŵĂŶĂŐĞƌ͕ĚŝŐŝƚĂůƐƚŽƌĞŐƵŝĚĞ͕ĂƵŐŵĞŶƚĞĚƌĞĂůŝƚǇƐƚŽƌǇƚĞůůĞƌ͕ĞƚŚŝĐƐŽĸĐĞƌ͕
ĚĂƚĂŝŶǀĞƐƟŐĂƚŽƌ͕ĞƚĐ͘ͿĂŶĚ͕ƚŚĞŶ͕ƚŚĞƚĂƌŐĞƚĂƵĚŝĞŶĐĞǀŽƚĞƐĨŽƌƚŚĞďĞƐƚũŽď͘
ĞĐŝĚĞǁŚŽǇŽƵƌtarget audienceŝƐʹƐƚƵĚĞŶƚƐ͕ĨĂŵŝůŝĞƐ͕ĐŽŵŵƵŶŝƚǇ͕ĞƚĐ͘ʹĂŶĚǁŚŝĐŚonline
ƉůĂƞŽƌŵƐʹƐŽĐŝĂůŵĞĚŝĂ͕ůĞĂƌŶŝŶŐŵĂŶĂŐĞŵĞŶƚƐǇƐƚĞŵƐ͕ĞƚĐ͘ʹǇŽƵǁŝůůƵƐĞƚŽƌĞĂĐŚŝƚĂŶĚŚŽǁƚŚĞ
ƚĂƌŐĞƚĂƵĚŝĞŶĐĞǁŝůůǀŽƚĞ͘
STEP 2 Plan and assign tasks.

ĞĐŝĚĞŽŶǁŚĂƚŶĞĞĚƐƚŽďĞĚŽŶĞ͕ǁŚŽǁŝůůĚŽŝƚĂŶĚƚŚĞĚĞĂĚůŝŶĞƐ͘
ŽŶ͛ƚĨŽƌŐĞƚŝƚ͛ƐŝŵƉŽƌƚĂŶƚƚŽŐĂƚŚĞƌŝŶĨŽƌŵĂƟŽŶĂďŽƵƚ͗
• how the world of work is changing;
•ĚŝīĞƌĞŶƚũŽďƐƚŚĂƚŵŝŐŚƚĞǆŝƐƚŝŶƚŚĞĨƵƚƵƌĞ͖
•ĞĚƵĐĂƟŽŶƌĞƋƵŝƌĞŵĞŶƚƐĂŶĚŽƚŚĞƌƐƚŽĚŽƚŚĞƐĞũŽďƐ͖
•ŚŽǁƚŽďĞƉĞƌƐƵĂƐŝǀĞ͘
STEP 3 DĂŬĞƚŚĞƉƌĞƐĞŶƚĂƟŽŶĂŶĚƐŚĂƌĞŝƚǁŝƚŚǇŽƵƌĂƵĚŝĞŶĐĞ͘
^ŚĂƌĞƚŚĞƉƌĞƐĞŶƚĂƟŽŶĂƚĐůĂƐƐůĞǀĞůĮƌƐƚ͕ƚŽŐĞƚĨĞĞĚďĂĐŬĨƌŽŵǇŽƵƌƉĞĞƌƐĂŶĚƚĞĂĐŚĞƌ͘
hƐĞƚŚĞĨĞĞĚďĂĐŬƚŽŝŵƉƌŽǀĞǇŽƵƌƉƌĞƐĞŶƚĂƟŽŶĂŶĚƚŚĞŶƌĞĂĐŚǇŽƵƌƚĂƌŐĞƚĂƵĚŝĞŶĐĞ͘
ŽŶ͛ƚĨŽƌŐĞƚĂŐŽŽĚƉƌŽũĞĐƚŝŶǀŽůǀĞƐĐŽŶƐƚĂŶƚƌĞǀŝƐŝŽŶ͘
&ŝŶĂůůǇ͕ƐŚĂƌĞƚŚĞƉƌĞƐĞŶƚĂƟŽŶǁŝƚŚǇŽƵƌƚĂƌŐĞƚĂƵĚŝĞŶĐĞ͘
STEP 4 tƌŝƚĞĂŶŝŶĚŝǀŝĚƵĂůƌĞŇĞĐƟŽŶƉĂƉĞƌĂďŽƵƚŝƚ͘
zŽƵƌƉĂƉĞƌƐŚŽƵůĚŝŶĐůƵĚĞŝŵƉŽƌƚĂŶƚĂƐƉĞĐƚƐʹĨŽƌĞǆĂŵƉůĞ͕ǁŚĂƚǇŽƵĞŶũŽǇĞĚŵŽƐƚĂďŽƵƚƚŚĞ
ƉƌŽũĞĐƚ͕ǁŚĂƚǇŽƵĞŶũŽǇĞĚůĞĂƐƚ͕ǁŚĂƚǇŽƵůĞĂƌŶƚĨƌŽŵŝƚ͕ǁŚĂƚǇŽƵǁŽƵůĚĚŽĚŝīĞƌĞŶƚůǇ͕ŚŽǁǇŽƵƌĂƚĞ
ǇŽƵƌƉĞƌĨŽƌŵĂŶĐĞ͕ĞƚĐ͘
Don’t forget to award the winners a prize (even a small one Ϳ͘

Notes

INGLÊS
Audio scripts
Audio scripts
Contents
Coursebook ............................................................................................. 268
Resources – Listening .............................................................................. 270
Assessment – Listening tests ................................................................... 271
Audio scripts
Coursebook
Module 0, page 8
Hannah
I had a great time these holidays! I enjoy the outdoors and trekking. It’s one of my favourite activities.
It just gives me a sense of freedom that I can’t get on crowded beaches.
Tim
After a whole year of hard work at school, the last thing I want is to go out. Of course, I like hanging out
with my friends, but I can do that from home — all I need is my console!
Marlene
There is nothing like getting a good tan and enjoying the company of our friends! I usually go camping,
but this year my friends and I had a great week by the coast.
Module 1, Unit 1, page 24

Part 1
Hello, I’m Adam! Welcome to the latest episode of Money Well Spent Show, a podcast all about
shopping. In this episode, I’m doing a deep dive into the world of young people’s consumer habits with
Mary, Annie and William, who have very different views on the topic. Happy listening!
Adam: Welcome to the show!
Mary, William and Annie: Thanks for having us.
Adam: How does your generation view shopping centres?
Mary: Teens today love shopping centres as much as the older generations. However, online shopping
is becoming more and more popular among us while shopping centres tend to be the best pick for a
typical hangout, at least for my friends and for me.
William: In my town, the shopping centre is actually very small and doesn’t have many shops that
appeal to teens. We stick to purchasing on the Internet or out of town (at better shopping centres). I
think the shopping centre is cool to hang out at.
Annie: I think that we view the shopping centre as exactly what it is: a place to shop. That’s all! My
friends and I just go there to buy our clothes to go to our favourite hangouts. It doesn't even compare
to the other places we hang out at.
Part 2
Adam: In terms of shopping and fashion, what makes your generation different from older generations?
Mary: One important thing is that the Internet is changing the way we shop a lot. We can now buy all
the clothes we want with the click of a mouse.
Annie: Style has merged into other areas besides clothing: hair, make-up, accessories, shoes... Fashion
is undefined, leaving teens liberated in all they can wear. Clothing has become more than the essentials:
it has branched out to an art form, a means of self-expression.
William: Our generation has a tendency to take styles too far. We have become a lot more comfortable
wearing funky clothes regardless of what anyone else is wearing, and this is much more acceptable
than before.
Based on: https://www.nreionline.com/mag/teen-talk (accessed in July 2021)

Audio scripts

Tessa
I think the problem with society today is overconsumption. People just buy everything and they are
not even aware of the negative impact that consumerism has on the environment and on their own
lives. And the solutions found are completely useless. For example, making customers pay for plastic
bags doesn’t really solve anything because people will go on using them. Plastic should be banned
altogether. We can all use paper bags, right?
Alan
What really concerns me is the fact that some advertising companies find ways of deceiving us and we
don’t even realize it. For example, when you go to the supermarket, there are all these labels about
healthy products and fitness and, to be honest, I’m not sure whether I can trust them! We have to
be on the alert for that! Besides, I think we should have some sort of consumer education classes at
school. That could help us deal with all the misinformation out there!
Eve
I often think about the way some people are exploited so that we can buy cheap products. It’s not
really fair… It’s not ethical. I know this is difficult to solve, but we, as consumers, need to be informed
and educated. If we know about it, we can make the right choices and have a positive impact.
Alfred
I hate the way some cosmetic companies use animals to test their products. This type of unethical
behaviour should be completely forbidden and companies should be shut down whenever they
disrespect animals.

What is eco-voluntourism?
The term voluntourism is a combination of the words “volunteer” and “tourism”. In brief, it refers to
the act of volunteering during one’s travels to specific destinations, contributing to local communities
which are part of volunteer travel programmes.
Some volunteer travel programmes are also eco-programmes. They allow you to see the world, learn
about a new culture or environment, and all the while helping or protecting the planet.
What kind of volunteer possibilities are there?
There are a variety of options for the volunteer eco-traveller. Programmes such as working to protect
animals, volunteering at sustainable organic farms, monitoring wildlife, reforestation, helping research,
participating in beach clean-ups, working to educate local communities and schools on manageable
campaigns to support the protection of the local environment are just a few of the options available.
Of course, if the volunteer has special skills, such as being a medical professional, the options could be
a bit more focused regarding professional ability if the volunteer so chooses.
What are the pros of volunteer travel?
The benefits of volunteer work are universal. When volunteering abroad, one has the additional
possibilities to visit cool places and see the sights, learn more about the history and culture of the
destination, learn new skills, meet interesting people and really establish good friendships with like-
minded people around the globe.
Voluntourists contribute to the aims of the projects they participate in and gain meaningful experiences
that enrich their lives much more than typical commercial travel.
https://ecotourism-world.com (adapted; accessed in November 2021)

Audio scripts

Vincent
I would definitely like to have some sort of superpower. Maybe being extremely strong or fast. That
would really help me in my daily life. Imagine how fast I would be at dealing with homework! (chuckles).
Besides, it would be great to be young forever, don’t you think?
Carol
I really think we must learn to live as we are. People are always wishing for things just because they
don’t have them. Of course, having a super talent or being able to resist all diseases sounds nice, but
I’m not so sure about the unintended consequences of all these changes. So, I just want to be a regular
teen, I guess.
Andrew
Well, it would be amazing to eat all the chips in the world without putting on any extra weight! Actually,
it would be amazing to have a gene that could transform all the fast food I eat into instantaneous
muscles! Can you imagine? Having an extra-large brain, able to read people’s minds and move things
around just with a thought. How cool would that be?

Olivia
I would like to visit foreign countries, which is a great way to meet new people, have different
experiences and explore new cultures. Money won’t be an issue because I’ve had a part-time job and
saved enough money to be able to pay for this adventure.
Emma
Learning in the classroom just isn’t enough for me. I think on-the-job learning is much better because
it is a great way to gain valuable practical knowledge and hands-on experience for a future manual job
– for example, carpenter, which is my dream job.
Darius
Giving back to my community without being paid for it is what motivates me. By doing that, I can, at
the same time, learn new skills, make connections, and focus my energy on a cause that really interests
me – helping those in need.
Resources – Listening
Module 3, Listening into Speaking
Anton
I come from Romania and I’ve been living in Portugal for five years. It was really difficult at first.
I arrived here when I was 12 and I remember how difficult it was to go to school because I couldn’t
understand a word of Portuguese and I really felt lost during those first times. I met a couple of other
students who also came from Romania and they really helped me out. Portuguese people are nice, but
it is really difficult to mix. Even though I was never mistreated, I can’t say I feel really integrated. Most
of my friends are Romanian and I still speak my mother tongue at home. I think a real multicultural
society shouldn’t be like this, but I think people have the tendency to look for the comfort of their
peers. I don’t think we can avoid it. I love travelling to Romania in the summer. I especially enjoy visiting
my grandparents. I miss them a lot, but my life and my future are here now. Studying and working
conditions are much better.

Audio scripts
Lídia
I’m Portuguese, but my parents emigrated to the UK when I was 6, so I think I’m more British than
Portuguese. I missed my grandparents when I came, but now they visit very often and I have got
used to it. I have lots of friends at school, but most of them are from other nationalities. It’s great
because I get to know lots of different cultures and I think that makes me a better person. I guess it’s
easier to mix with people that understand our position. I also have British friends, though. I love the
cultural activities we can find here. There is always something going on. My parents want to go back
to Portugal, but I’m planning to go to university here. I like travelling to Portugal, but living there is not
really part of my plans. Even though the weather is much better than in the UK!
Gathii
I’m originally from Kenya, but I’ve been living in the US for quite a while, actually since I was 10. I like it
here, even though sometimes I feel a bit different, which is not very comfortable. My parents are really
hardworking and we have a nice life. They want me to go to university, but, to tell you the truth, I want
to travel the world. My name means traveller or wanderer, and I think it really suits my spirit. I don’t
like feeling trapped in a place, even when it’s America with its amazing diversity.
Assessment – Listening tests

Module 1, Test 1
Sabine
I don’t really have a good relationship with advertising. I think the only thing that drives advertisers
is profit and I don’t like the idea of people making money by manipulating my choices instead of just
informing me about what is out there. They make you believe their product can actually make you
happy and solve all your problems and make you look like a celebrity. Nothing is further from the truth
and I think these schemes should not be allowed. The worst thing is that it is so intrusive that no one
can really escape from it. It has a positive impact, but only for those who get rich from it. Some people
are really naïve and say advertising can have a positive impact, though!
Vincent
I think advertising really helps us make our decisions. It lets us know about the products available
and their qualities. I also like to know what famous people are wearing. They always have an eye for
fashion and I enjoy wearing the latest trends. I really think advertising has a positive impact on the
way we look. I like social media advertising because it is customized – I only see adverts that may
potentially interest me. Otherwise, ads can be really boring. Sometimes, you just want to get away
from them. It is impossible, though. But I think it can only affect you if you let it. You always have the
choice and the power to say no.
Sandra
No one can deny advertising has a tremendous effect on our lives. It can make us feel terrible about
ourselves and the way we look. And you can’t really avoid it, even if you try. Of course, some ads are
fun to watch, but, overall, I don’t really like advertising. It’s also amazing when you think about the
amount of money celebrities get just for featuring in adverts. I sometimes wonder why they have such
an important role. Most of them are not really good role models; they are only interested in their looks.
Module 1, Test 2
Bea
Shopping is not exactly one of my favourite things. I only shop when I need something. I buy mostly
stationery. I’m into arts, so that’s really what I like buying. I absolutely hate going to shopping centres.

Audio scripts
They’re overcrowded and noisy – I prefer the outdoors. I enjoy shopping on my own. That doesn’t
mean I don’t like hanging out with my friends. I do. What’s good about the modern world is that I can
do my shopping without getting out of the house and having to talk to lots of people. That is great!
Mark
I think I can easily control myself when I go shopping. I don’t like spending money on things that I
don’t need. I’m a self-contained shopper who likes saving for a rainy day. The best thing about going
shopping, for me, is hanging out with the gang. I’m not a mall rat or anything – I actually prefer the
open air –, but we usually meet at the mall, grab a sandwich and talk. Then, if we need something, we
go shopping. There’s only one thing I can’t resist. I’ve got this vinyl collection I inherited from my mom.
I always like to add something to it when I go to the mall. Besides, the clerk at the record store is a very
friendly old man and he loves talking about the old days. I love talking to him.
Sophie
I’m far from being a shopaholic. I believe shopping is a necessity, not a leisure activity. If we go to a
shopping centre at weekends, they’re crowded with families. I don’t get it: why not go to a park or a
museum instead? Nowadays, we don’t really need to have many things. Why is having a wardrobe full
of clothes or owning the latest mobile phone important? We need to be sensible and think about the
environmental consequences of consumerism. Buying locally, for example, is essential. I even avoid
going to big supermarkets – my father and I buy food from a local grocery. Otherwise, I go to flea
markets and buy whatever I need. People are really nice there and it’s always great to have a chat.
Module 2, Test 1
Kevin Patel (Founder, One Up Action): Our generation should be the last generation to be fighting the
climate crisis.
Jamie Margolin (Founder, Zero Hour): Seeing my dream come true, seeing so many young people in
the streets demanding everything, is not only inspirational and amazing, but it literally is, at least for
me, a dream come true.
Zina Precht-Rodriguez (Press and Media Fellow, Sunrise Movement): I knew that it was my duty to
work on this for the rest of my life until we got this fight done. And I think it’s similar to a lot of young
people and that they feel like this is a moral calling for them in a sense.
Kevin Patel: I started five years ago because I saw, in my city of Los Angeles, we were being affected
by air pollution. And learning about that, seeing how that affects our health, how students are getting
asthma, how they’re getting heart palpitations and how they’re getting other heart issues, it was
stemming from those – from the climate crisis.
Jamie Margolin: Back in 2017, I had a dream of young people mobilizing for climate. And I had this
vision especially after the disasters of Hurricane Maria, the disasters of the wildfires, especially the
wildfire smog from Canada that blew over my city of Seattle and made it very hard to breathe, and
made the city just coated in this almost apocalyptic mist.
We formed this organization called Zero Hour and, over the course of a year, we built up the momentum,
we built up the necessary political atmosphere in order to have the youth climate marches on July 21st
2018 and in 25 cities around the world. And then, a month later, Greta Thunberg started her school
strike for climate, and the school strike for climate movement came off the back of that.
Zina Precht-Rodriguez: I think that I am super lucky in that I have the ability to work full-time on
climate, and it’s really important to remember that, for a lot of people, they can’t strike – they can’t
just leave work or leave school because they would face a significant fear of economic and political
backlash.

Audio scripts
We’re fighting in the climate movement and we’re building the bridge between protest, organizing and
electoral politics. And we’re fighting for a Green New Deal because we know that that’s going to bring
in a new era in our society of justice and of equity in climate.
Hakim Evans (Youth Fundraising Advisory Board, Alliance for Climate): Education is very important
in this specific time because of the climate crisis, and education on the climate crisis needs to be
implemented in formal education. The turning point that helped me to define myself as a climate
leader was at the People’s Climate March, where I saw a vast amount of people turn out for issues that
intersect with climate change. It’s really helped me to boil the climate crisis down as a fight for what
we love and want to protect.
Kevin Patel: Young people, frontline communities and indigenous communities are fighting on the
frontlines every single day on these issues. To think that we, as young people, have to keep fighting to
have a livable future, or to even have a future, is wrong. And I think we need to; politicians need to act
now because we don’t have time left.
Zina Precht-Rodriguez: I definitely feel a sense of empowerment just from the community within the
organization and the movement at large. It’s quite, like, frustrating and fearful to think about these
things every day and to be doing this work. But, at the same time, so much of the work is just
about channelling these emotions we feel and, when we have big wins like we have had just in the past
year, it’s extremely just empowering to know that, like, the work that we’re doing is actually paying off.
Jamie Margolin: Well, I always describe the movement as an ecosystem. You know, in the forest,
the birds, the worms, the trees, they all serve their own unique purpose. They work together and
they can’t replace each other, but they work in harmony with each other. And so, I would say find
what you’re already good at. If you’re really good at technology or computer programming, if
you’re really good at art or music or dance, if you’re really good at reading and writing – find what
it is that you are good at and apply that skill to the movement because we need artists in this
movement, we need people who know about technology in this movement, we need organizers, we
need writers, we need all of the different talents in the movement. So, I’d say find what you already
do which you are already good at and apply that into an organizational space.
https://www.youtube.com/watch?v=QR0QDS9_6NY (adapted; accessed in November 2021)
Module 2, Test 2
It is a common assumption that younger generations – Gen Z and millennials – are more greatly
concerned with global issues. Born in the digital age, these generations are seen to be more health-
conscious, socially aware and environmentally responsible. This narrative is consistently reiterated by
the media who frequently highlight the willingness of these younger generations to stand up for what
they consider important.
In a GreenBiz report, about 3 in 4 young people support public protests to raise awareness of issues,
with the Black Lives Matter movement cited as an example of the next generation raising their voices
on the issues that matter. This is in comparison to their older counterparts, who are perceived to be
less vocal and less optimistic about the future.
Our understanding of these generational differences is particularly important when considering how
businesses and brands can best connect with consumers to both encourage and activate their support
for a healthier and more sustainable future.
This year’s research from GlobeScan has helped to provide a deeper understanding of how generations
differ in their opinions, experience and attitudes toward sustainability. Designed in collaboration with
a range of partners, including CVS Health, IKEA, PepsiCo, Visa and WWF International, this research
surveyed 27,000 people of all ages across 27 markets to explore their sentiment around healthier,
more sustainable lifestyles.

Audio scripts
One takeaway from the research is that, globally, younger generations are more likely to feel ashamed
(“very often” or “often”) about living lifestyles that are unhealthy and are not environmentally friendly,
compared to their older peers.
With this in mind, it is not surprising that younger generations are also more interested in changing
their behaviours to become healthier and more sustainable in their day-to-day lives. Gen Z are the
most likely to say they desire to change their lifestyles to be healthier, more environmentally friendly
and helpful to others, followed by millennials.
A similar pattern persists when looking at actions taken in the past year, with Gen Z consumers claiming
to have made some or major changes to be more environmentally friendly (74 percent), healthier (80
percent) and more helpful to others (77 percent).
Despite this, the gap between actions taken and the desire to change remains significant in all age
groups, representing a key challenge for brands and businesses which must be overcome to activate
positive change.
Perhaps being conscious of this gap, Gen Z and millennials are the most self-critical. They believe they
have the capacity to do more than what they are doing and are also more likely to believe that what is
good for them may not be good for the environment.
For Gen Z and millennials, there is a clear intention to find out more, with a significant proportion
claiming to have looked for information related to healthier and more environmentally-friendly
lifestyles in the past year. These generations are also more likely to be inspired by online influencers or
celebrities to live a more sustainable lifestyle.
The next generation is looking for brands to lead the way – 81 per cent of those under 30 believe
brands are an essential part of the solution for the global challenges facing humanity today.
In addition, they want brands to create change with them, not just for them – 85 per cent want to
share ideas and experiences with brands to develop better solutions.
And they will reward brands that take responsibility for their role in creating the change they seek
– 93 percent of corporate employees under 30 agree that the more socially and environmentally
responsible their companies become, the more motivated and loyal they will be as employees.
https://www.greenbiz.com (adapted; accessed in November 2021)
Module 3, Test 1
Dania Rivas, 16
Well, I’d say diversity is like having a bunch of people from different religions, genders, views and
nationalities, people from different places of the world coming together to form a different community.
My group, in particular, is actually very diverse and that impacts me in a good way because I get to see
like my friends from different countries and I get to go to their birthday parties or their homes and see
their festivities and the lifestyle they have. It’s really interesting. I know our parents sometimes don’t
understand this, but accepting differences is the way forward and they must acknowledge that. I think
school is really important in the teaching of multicultural values.
Meaghan Nally, 16
Diversity is when a group of people have different views, different races, different ethnicities, different
backgrounds, but they’re all in one group and they’re all together. So they’re one, but they’re all
different, which contributes to the success of a group. Getting to know people with different origins
has also made me a better person. I have a better appreciation for how other people live around the
world, I’m more sensitive to world events and it’s just interesting getting different ideas and seeing
different cultures. It’s a shame that not all people in my generation understand this, but I guess this is
something that can’t really be taught at schools.

Audio scripts
Tommy Yoe, 16
Diversity is simply something that makes you different from other human beings whether it be
orientation, gender, race or hair colour, or being a Mormon. That basically means we are all different
in one way or another. And that’s good. Life is better when it’s not black and white. Differences bring
lots of shades and colours! I’m glad young people nowadays know this!
Based on: https://www.youtube.com/watch?v=LFNuRJm4LMs (accessed in November 2021)
Module 3, Test 2
I’m a very curious person, if that’s one thing you need to know about me. I love learning about the
environment, ecology… everything is just of such interest to me. I just like learning in general, so
everything in school is actually super fun.
I cannot see a world filled with kindness without science and technology being involved.
I created a device called Tethys. Each and every one of us have the right to know what is in our water
and have access to clean drinking water, and this fully functional device can help with that.
Tethys is a device that detects lead in drinking water faster and more inexpensive than the current
methods out there today. It’s based on carbon nanotube sensor technology and provides all the results
to your mobile phone on an app that I created.
My inspiration behind it was actually the Flint water crisis. It was just so unacceptable that kids my age
were essentially drinking a poison every day, and I realized that something really needed to be done
to help solve that problem.
I don’t think I can say there was like an aha moment where I was like, “This is what I want to do.” It was
rather just like this continuous like learning and loving more about stem and science and technology.
But I can tell you a huge changing moment in my life was about, I want to say when I was four or five
years old. My uncle got me a chemistry kit and I felt the need to finish the whole thing in one day, and
I did.
A lot of my devices are based on biology, chemistry, physics, computational method. This process is
usually spread over a couple of months, even years. It’s just based on how I feel about it and how I get
inspired by something. I don’t force myself through the process, I don’t do anything to accelerate it.
I do it at a pace which makes me feel excited and makes me want to keep going. You see, that’s the
biggest thing about innovation: if you don’t have that motivation and drive to keep going, it’s going to
be dry. It’s not going to be something you enjoy doing or anybody else is going to enjoy hearing about.
2020 has really helped me be a kid. Obviously, I do need fresh air, so I go on bike rides a lot. I fence.
I did a lot of virtual fencing. I fenced a lot of pillows. I baked a lot. An insane amount. Calligraphy is now
a thing I do.
Our family is huge, like world traveling family. I’ve been to a lot of countries. I want to say about
14. Where I want to go? I know we’re not gonna go here anytime soon, but MadagascarĂŶĚŝƚΖƐ
such a cool place! I’m just obsessed with animals and free, wild, roaming things. The dinosaurs
are probably my favourite animal hands down. There’s so many of them and they’re so
cool. If someone figures out how to make dinosaurs come back to life, please call me or email me.
I can tell you a couple lasting words that stayed with me. Ms Stockdale, who was my teacher when
I was in second grade, the first time she met me she told me that I was going to change the world.
I’ve been wanting to change the world, and hopefully I am changing the world.
https://www.youtube.com/watch?v=f2RQMOft5w8 (accessed in November 2021)

Audio scripts
Module 4, Test 1
Every year, the Australian Taxation Office releases a report that includes the highest earning occupations
in Australia. These are mostly in the medical, legal and financial sectors. This information is commonly
used by school career advisers, together with other career development material, to help teenagers
make career choices.
But the nature of work is changing rapidly under the fourth industrial revolution, which was driven
by disruptive technologies, such as automation, artificial intelligence, robotics, machine learning and
digitalization. And this new revolution is already having an impact on current jobs. Despite young
people generally completing more years of formal education than their parents, many are struggling
to find relevant and consistent employment.
The change is expected to lead to the complete loss of some jobs (such as those in repetitive, production-
line manufacturing), the need for significant reskilling in other jobs (such as pilots and radiologists) and
the creation of completely new ones (such as robot trainers and big data analysts).
Governments are increasingly worried about the mismatch between what societies and industries
demand versus what education systems supply. The OECD calls for a partnership between employers and
school career advisers. Guidance that starts early challenges stereotyping (based on gender and socio-
economic status). Successful career guidance results in better economic, education and social outcomes.
The Australian government developed a National Career Education Strategy in 2019, after working with
the state and territory education, business and industry, and career education groups. This aims to
support school students to make better informed future study and career choices. While this is a good
first step, we need better support for students from disadvantaged backgrounds, especially those in
regional, rural and remote locations – as well as female students interested in participating in science,
technology, engineering and mathematics jobs.
This year’s OECD study found countries like Austria and Germany, which had a much lower concentration
of 20th-century careers, had high-quality vocational education and training (VET) programmes available
for people from a young age. This reinforces research findings and policy reviews that call for closer
collaboration between the Australian VET sector and industry. It also shows why governments should
start considering higher investment in the sector in terms of training and developing skills which are
relevant for disruptive technologies.
Exposing school students to relatively simple and low-cost career development activities, like attending
job fairs, has been shown to significantly increase awareness of different occupations and reduce
career concentration. There isn’t a consensus among employers on how disruptive technologies will
impact on their organizations and they are not willing to invest heavily in specific skills and training.
But employers still have a very important role in preparing students with the skills to succeed in the
future. The OECD study actively encourages employer engagement in education by, for example,
participating in activities arranged by schools, such as careers-insight talks, subject talks, enterprise
competitions, mentoring, workplace visits, job shadowing and short work placements.
https://theconversation.com (adapted; accessed in November 2021)
Module 4, Test 2
With work patterns changing fast, especially in the past 18 months, most organizations are fully focused
on what comes next. What should the new world of work look like? How should hybrid working models
operate in practice? And what should employers be aiming for?
Dan Schawbel, managing partner of Workplace Intelligence says: “Companies’ leaders will always have
to evaluate their workforce skills every few months, because things can change. So, being fast and
adaptable is critical. No leader will make the right decision all of the time. The biggest challenge is
knowing what to do and when to do it.”

Audio scripts
Peter Harte, vice president of Ultimate Kronos Group, says: “Companies need to do a full digital
assessment to see if they have the tools to support hybrid working. This means making sure workers
can access the systems that they need anywhere and in a safe way. Once that’s done, technology can
be used to improve people’s working lives and make them feel more connected to the company.”
Dan Schawbel says: “One of the biggest things I’ve seen lately is that not all voices in the workplace
are heard equally. While the employee voice is becoming more important, it’s easy for employers to
ignore certain voices.” He says that essential workers and younger people aren’t heard often enough.
“If someone doesn’t feel they’re being treated fairly or heard equally, they’re more likely to leave, and
replacing them is time-consuming and expensive.”
In a report on the employee voice by The Workforce Institute, 83% of UK employees surveyed felt
that people at their organization were not heard fairly or equally and nearly half (46%) said that
underrepresented voices remained undervalued by employers. However, they said they didn’t feel the
same in other areas.
Dan Schawbel says the best way to hear employee voices is by using short, quick surveys that are sent
to staff regularly. Peter Harte agrees, adding: “If people feel fairly treated and that they can contribute
to ideas, teams will be stronger and companies will succeed.” He says that thinking of technology as
something that is designed to serve people is essential to becoming a people-oriented company –
particularly as flexible and hybrid working become strong.
In a survey of 4,000 people, conducted by Workplace Intelligence, 38% of respondents are worried
that their employers will go back to the “old way” of operating as soon as possible. This is despite 86%
saying they enjoyed the benefits of the new technologies. So, while many employees were impressed
by their employers’ ability to respond quickly to the need for new technologies, many now fear going
backwards.
We can conclude that, if employers want to succeed, they need an engaged workforce. It might not be
possible to predict how the world of work will change in the future, but a strong sense of engagement
and adaptability will be a crucial part of success – whatever that ends up looking like. One thing is for
sure, now organizations know they have to think about the well-being of employees and how they
really feel.
https://www.theguardian.com (adapted; accessed in November 2021)

Revisão Linguística e Pedagógica De acordo com o Art. 21.o da Lei
Título
Dave Tucker
Teacher´s Resource File © 2022, ASA n.o 47/2006, de 28 de agosto, este
Step up uma editora do Grupo LeYa exemplar destina-se ao órgão da
Design Gráfico
Inglês – 11.° Ano escola competente para a adoção
Texto Editores
Internet de manuais escolares.
Autoras www.leyaeducacao.com
Paula Simões Créditos Fotográficos
Carla Moura © Dreamstime Livraria Online
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Apoio ao Professor
Colaboração Execução Gráfica
Isabel Filipe Lidergraf Telefones: 707 231 231 / 210 417 495
E-mail: apoio@leyaeducacao.com
ISBN Ano / Edição Depósito Legal

978-888-89-1639-2 2022 / 1.a Edição N.o 494 516/22
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II. Annual planning (two semesters) ......................... Available at

III. Aprendizagens Essenciais – 11.o ano .................... Available at

IV. Lesson plans ............................................................ Available at

II. Apresentação dos componentes do projeto .............................. 5

III. Estrutura do manual ..................................................................... 6

IV. Estrutura das unidades ................................................................. 8

I. Considerações prévias e fundamentação do projeto Step Up 11

“Nos domínios da linguagem, informação e comunicação, promove o conhecimento de uma

1 As áreas temáticas/situacionais elencadas nas AE são:

4 © ASA, STEP UP 11, Teacher’s Resource File

II. Apresentação dos componentes do projeto

• Manual do aluno, que inclui:

© ASA, STEP UP 11, Teacher’s Resource File 5

• Manual interativo (versão do professor).

III. Estrutura do manual

O Módulo 0, o módulo inicial, tem como refe-

6 © ASA, STEP UP 11, Teacher’s Resource File

O manual apresenta ainda um Language Bank, organizado em quatro secções:

© ASA, STEP UP 11, Teacher’s Resource File 7

IV. Estrutura das unidades

8 © ASA, STEP UP 11, Teacher’s Resource File

Do you get it?

Questões que estimulam os alunos a partilharem opiniões

© ASA, STEP UP 11, Teacher’s Resource File 9

10 © ASA, STEP UP 11, Teacher’s Resource File

No final de cada módulo, surgem as secções: Review, Streaming e MiniProjects.

© ASA, STEP UP 11, Teacher’s Resource File 11

12 © ASA, STEP UP 11, Teacher’s Resource File

II. Annual planning (two semesters) ...................................... *

III. Aprendizagens Essenciais – 11.o ano .................................. *

IV. Lesson plans ........................................................................... *

Para explorar os recursos disponíveis na plataforma, basta: Tutorial: Registo e

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Banco de Recursos Os meus testes

Na Biblioteca, estão disponíveis todos os manuais em formato digital,

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O zoom, o ajuste Desenho livre

A barra e as setas É possível destacar com diferentes

Na banda lateral surge a indicação dos recursos

© ASA, STEP UP 11, Teacher’s Resource File 21

Na Biblioteca, está também disponível o Manual interativo. Esta nova versão

1. acompanhar a leitura dos textos com locução e destaques em simultâneo;

3. apresentar, alínea a alínea, as soluções de uma atividade ou de todas as atividades

4. explorar os recursos digitais, em contexto, a partir das páginas do manual;

5. aceder a ﬁchas do Caderno de Atividades ou a outros recursos

© ASA, STEP UP 11, Teacher’s Resource File 23

Na área Dossiê/Editáveis de cada projeto, é possível descarregar materiais

No Banco de Recursos o Professor encontra recursos digitais das suas

Os ﬁltros laterais ajudam a

Todos os recursos da área Banco de Recursos e Biblioteca

Vídeos, áudios e sínteses, organizados por temas curriculares, que

Quizzes com explicações imediatas, que permitem esclarecer as

Os conteúdos Smart podem também ser explorados a partir

© ASA, STEP UP 11, Teacher’s Resource File 27

28 © ASA, STEP UP 11, Teacher’s Resource File

Na área As minhas salas o Professor pode comunicar

Para criar uma sala e associar alunos basta: 5

Na Entrada de uma sala, o Professor pode publicar informações importantes, lançar

© ASA, STEP UP 11, Teacher’s Resource File 29

A partir de uma sala o Professor pode enviar trabalhos e testes

Para enviar um teste basta:

Depois de concluído o teste, o Professor acede a um relatório automático individual

Teacher's Resource File

Teacher's Resource File